The  person  charging  this  material  is  re¬ 
sponsible  for  its  return  on  or  before  the 
Latest  Date  stamped  below. 

Theft,  mutilation,  and  underlining  of  books 
are  reasons  for  disciplinary  action  and  may 
result  in  dismissal  from  the  University. 

University  of  Illinois  Library 


RUG  2! 


to  70 

lo  i  J 


L161— 0-1096 


NEW  BUILDING 


PRESCOTT,  ARIZONA 


PUBLIC  SCHOOLS 


1906 


BY  THE  AUTHORITY  OF  THE  BOARD  OF  TRUSTEES 


2 

PUBLIC  SCHOOLS 

BOARD  OF  TRUSTEES 


Rudolph  Baehr ,  term  expires  March ,  1906. 
Henry  T.  Andrews,  term  expires  March ,  1907. 
Wm.  M.  Claypool ,  term  expires  March ,  /908. 


CALENDAR— 1905-6 


First  Semester  opens  Tuesday ,  September  5,  /905. 

Thanksgiving  Recess ,  Thursday  and  Friday ,  November  29 
and  30,  1 905. 

School  closes  for  Holidays  and  Institute,  Friday,  December 
22,  1905. 

Reopens,  Monday,  January  8,  1906. 

First  Semester  closes  Friday,  January  19,1 906. 

Second  Semester  opens  Monday,  January  22,  1906. 

Spring  Recess — Date  to  be  fixed. 

Commencement — Thursday,  June  7,  1906. 


CJe.lt  K* 


3*15 
Pit  I 

)CiOs/e>(p 


PRESCOTT  ARIZONA 

3 

CORPS  OF  TEACHERS 
1905-6 


SUPERINTENDENT 

Mr.  B.  D.  Billinghurst ;  B.  S.  graduate  of  the  Ohio  Wes¬ 
leyan  University,  Delaware,  Ohio,  1897 ;  was  Principal  of  the 
Danville,  Illinois,  High  School  (1897-1900)  before  election  to 
the  Superintendency  at  Prescott,  September,  1900;  fifteen 
years’  experience  in  public  school  work. 

HIGH  SCHOOL 

Miss  Louise  R.  Gibbs;  teacher  of  Mathematics  and  His¬ 
tory;  B.  L.  graduate  of  Michigan  University,  1899;  was  a 
teacher  and  Principal  of  the  High  School  at  Hinsdale,  Illinois, 
five  years  before  coming  to  Prescott. 

Miss  Grace  A.  Garnett;  teacher  of  Latin  and  History; 
B.  A.  graduate  of  the  University  of  Illinois,  1901 ;  Principal  of 
the  High  School  at  Plano,  Illinois,  1901-1905. 

Miss  Katharine  C.  Miller ;  teacher  of  English  and  German; 
B.  L.  graduate  of  Michigan  University,  1900,  with  an  addi¬ 
tional  year  of  graduate  study ;  teacher  in  the  Coldwater,  Michi¬ 
gan  High  School,  1901-1905. 

Miss  Florence  M.  Hallam;  teacher  of  Physics,  Chemistry, 
Stenography,  Typewriting  and  Book-keeping;  A.  B.  graduate 
of  Wellesley  College,  Massachusetts,  1896;  taught  in  the  High 
Schools  at  Centralia  and  Dixon,  Illinois,  1896-1904. 

GRADES 

Miss  Gertrude  G.  Glass;  eighth  grade;  graduate  of  the 
Warrensburg,  Missouri,  State  Normal;  taught  in  the  High 
School  at  Warrensburg,  Missouri,  and  eighth  grade  at  Rapid 
City,  South  Dakota. 


4 


PUBLIC  SCHOOLS 


Miss  Mabel  J.  Langdon;  seventh  grade;  graduate  of  the 
Whitewater,  Wisconsin,  State  Normal;  taught  seventh  grade 
at  Madison,  Wisconsin,  and  Aurora,  Illinois. 

Miss  Anna  M.  Beidleman;  sixth  grade;  graduate  of  the 
State  Normal  College,  Ypsilanti,  Michigan;  taught  sixth  grade 
at  Norway,  Michigan. 

Miss  Clara  G.  Swanson ;  fifth  grade ;  graduate  of  the  State 
Normal  College,  Ypsilanti,  Michigan;  taught  at  Hudson,  Wis¬ 
consin. 

Miss  Catherine  Allen ;  fourth  grade ;  graduate  of  the  State 
Normal  at  Madison,  South  Dakota;  taught  at  Waubay,  South 
Dakota. 

Miss  Bertha  E.  Carpenter ;  third  grade  and  music ;  grad¬ 
uate  of  the  State  Normal  at  DeKalb,  Illinois;  taught  at  Plano, 
Illinois. 

Miss  Agnes  D.  Mason;  second  and  third  grades;  graduate 
of  the  State  Normal  at  San  Jose,  California;  taught  in  Arizona. 

Miss  Carlie  A.  Edwards;  second  grade;  graduate  of  the 
State  Normal  at  Normal,  Illinois;  taught  at  Danville,  Illinois. 

Miss  Mata  E.  Dexter;  first  grade;  graduate  of  the  State 
Normal  at  Edinboro,  Pennsylvania;  taught  first  grade  at  Ak¬ 
ron,  Ohio,  and  Henderson,  Kentucky. 


KINDERGARTEN 

Miss  Mary  McGill;  graduate  of  the  Chicago,  Illinois,  Free 
Kindergarten  Association,  Armour  Institute;  taught  Kinder¬ 
garten  eight  years. 

Miss  Augusta  Raible ;  assistant  in  the  Kindergarten. 


MANUAL  TRAINING 

Mr.  A.  B.  Clark;  woodwork;  graduate  of  the  Chicago, 
Illinois,  City  Normal  and  Manual  Training  School ;  taught 
Manual  Training  at  Boys’  Industrial  School,  Topeka,  Kansas, 
and  in  public  schools  at  Belvidere,  Illinois. 

Miss  Gertrude  L.  Allen;  sewing  and  cutting;  graduate  of 
the  Domestic  Science  Course  at  Pratt  Institute,  Brooklyn,  New 
York;  taught  at  Brooklyn. 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/prescottarizonap1905pres 


HALL  AND  STAIRWAY  IN  NEW  BUILDING 


PRESCOTT  ARIZONA 


5 


HISTORICAL 

The  first  public  school  in  Prescott  was  opened  in  the  year 
1867,  and  was  taught  by  Mr.  S.  C.  Rogers,  a  gentleman  who  is 
now  eighty-two  years  old  and  who  yet  resides  in  the  county. 
In  1876  a  four-room  brick  building  was  erected,  which  afforded 
ample  accommodation  for  public  school  use  for  a  number  of 
years.  In  1892,  after  the  removal  of  the  capital  of  the  Terri¬ 
tory  from  Prescott  to  Phoenix,  the  district  purchased  the 
abandoned  capitol  building  in  order  to  provide  more  room  for 
the  growing  number  of  pupils.  In  1903  the  old  four-room 
building  was  torn  down,  and  the  new  grade  building  was  com¬ 
pleted.  This  building  is  now  the  most  modern  and  sanitary 
public  school  building  in  Arizona,  and  cost,  exclusive  of  furni¬ 
ture,  $53,000.  It  contains  on  the  first  and  second  floors  ten 
recitation  rooms,  besides  the  offices,  library,  and  four  teachers’ 
rooms.  In  the  basement  are  the  boiler  and  engine  rooms,  the 
toilet  rooms,  and  the  two  large  front  rooms  now  used  for 
manual  training  and  sewing.  The  entire  building  has  hardwood 
floors,  cement  wainscoting,  and  is  artistically  finished  through¬ 
out.  The  lighting,  heating,  ventilating,  and  sanitation  are  the 
best  that  modern  science  affords.  The  heating  and  ventilating 
are  done  by  the  Sturtevant  mechanical  draft  indirect  steam 
radiation  system,  with  the  Johnson  automatic  temperature 
regulation.  Fresh  air  is  brought  into  the  fresh  air  chamber  in 
the  basement,  is  heated  over  steam  coils,  and  is  forced  upward 
into  the  rooms  by  a  rotary  fan  direct  connected  to  a  steam 
engine.  The  air  in  each  room  is  completely  changed  every 
seven  minutes,  and  its  temperature  is  controlled  to  within  two 
degrees’  variation  during  the  day.  Oil  is  used  for  fuel.  The 
plumbing  fixtures  in  the  toilet  rooms  and  throughout  the 
building  are  equally  satisfactory  and  efficient.  They  were 
furnished  by  the  J.  L.  Mott  Company.  The  building  is  sup¬ 
plied  with  seven  hose  reels  of  inch  and  one-half  hose,  located 
at  convenient  points  over  the  building  for  the  control  of  any 
fire  emergency  that  might  arise. 

In  1904  the  old  capitol  building  was  entirely  remodeled  at 
a  cost  of  $7000,  so  as  to  be  used  for  high  school  purposes  only. 


6 

PUBLIC  SCHOOLS 

The  downstairs  contains  the  office,  recitation  rooms,  and  chemi¬ 
cal  and  physical  laboratories.  The  upstairs  is  given  entirely 
to  the  assembly  room.  On  one  end  is  built  a  stage  having  an 
opening  of  twenty  feet  and  a  depth  of  sixteen  feet.  It  is  ex¬ 
cellently  equipped  with  up-to-date  scenery,  and  well  lighted 
by  electricity.  This  assembly  room  has  seating  of  about  forty 
by  sixty  feet,  exclusive  of  the  stage,  and,  with  a  ceiling  seven¬ 
teen  and  one-half  feet  high,  presents  a  fine  appearance.  This 
building  is  also  heated  by  the  mechanical  draft  system,  the 
steam  being  brought  by  a  pipe  under  the  street  from  the  one 
hundred  horse-power  boiler  in  the  new  building.  The  steam 
thus  brought  over  operates  the  engine,  fan,  and  coils  in  the 
high  school  basement.  The  high  school  building  is  also  amply 
equipped  with  fire  escapes  and  hose  reels.  The  grounds  have 
been  improved  very  recently  by  excavating  and  leveling  for 
basket  ball  and  for  two  tennis  courts. 

THE  TEACHING  FORCE 

By  examination  of  the  list  of  our  corps  of  teachers  printed 
on  pages  3  and  4,  it  will  be  seen  that  all  the  grade  teachers  in  the 
Prescott  schools  are  State  Normal  graduates,  many  of  the  best 
State  Normal  Schools  of  the  United  States  being  represented; 
and  that  the  high  school  teachers  are  all  graduates  of  leading 
colleges  and  universities.  All  of  them,  in  both  grades  and  high 
school,  have  had  successful  teaching  experience  in  their  partic¬ 
ular  line  of  work  before  coming  to  us.  We  believe  that  not  one 
city  in  one  hundred  of  equal  or  larger  population  in  the  United 
States  can  boast  of  as  high  a  degree  of  preparation  on  the  part 
of  its  teachers  as  can  Prescott.  The  salaries  paid  in  the  grades 
range  from  $750  to  $850  per  school  year;  the  sewing  teacher 
is  paid  $750;  the  manual  training  teacher,  $1150;  the  teachers 
in  the  high  school,  $1000  to  $1200;  and  the  Superintendent, 
$2000.  It  is  the  policy  of  the  Board  of  Trustees  to  exercise 
the  utmost  care  in  the  selection  of  teachers,  to  secure  the  best 
teachers  that  the  income  of  the  district  will  permit,  and  to 
retain  superior  teachers  as  long  as  their  services  are  satisfac¬ 
tory.  It  is  also  the  policy  of  the  Board  to  employ  or  retain  no 
teacher  who  does  not  receive  the  recommendation  of  the 
Superintendent.  In  Ohio  and  in  many  cities  throughout  the 
country,  such  a  method  is  obligatory  on  the  part  of  the  Board. 
While  the  law  is  silent  on  this  subject  in  Arizona,  the  Prescott 


Superintendent  reelected  for 
his  seventh  year,  and  his  salary 
raised  from  $2000  to  $2500. 


PRESCOTT  ARIZONA 


7 


Board  for  a  number  of  years  has  adopted  this  course.  The 
members  believe  in  giving  the  Superintendent  substantial 
powers  in  the  management  of  the  school  system  and  in  holding 
him  for  results. 

DEPARTMENTS 

Kindergarten.  In  September,  1897,  a  Kindergarten  depart¬ 
ment  was  begun  as  part  of  the  public  school  system  of  Prescott. 
It  was  the  first,  and  for  a  number  of  years  the  only  public 
Kindergarten  in  Arizona.  Miss  Mary  McGill  has  been  the 
teacher  from  its  inception  until  the  present  time.  She  has  been 
given  an  assistant  each  year  for  this  work.  The  Kindergarten 
room  is  supplied  with  a  piano  and  other  necessary  apparatus. 
The  privileges  of  the  Kindergarten  are  open  to  all  pupils  be¬ 
tween  the  ages  of  four  and  six  years.  The  session  is  in  the 
forenoon  only,  from  9 :  00  to  12 : 00  each  school  day. 

Grades.  The  grades  are  open  to  all  pupils  between  the 
ages  of  six  and  twenty-one.  The  work  extends  through  eight 
years.  The  course  of  study  is  drawn  up  under  the  direction 
of  the  Territorial  Board  of  Education.  It  is  essentially  a  com¬ 
pilation  from  some  of  the  best  state  and  city  courses  of  the 
United  States.  All  of  the  public  schools  of  Arizona  are  sup¬ 
posed  by  law  to  follow  this  course.  The  text  books  used  in 
the  grades  are  also  prescribed  by  the  Territorial  Board  of 
Education.  None  of  these  books  can  be  changed  oftener  than 
once  in  four  years.  As  several  of  them  have  been  in  use  for 
many  years,  the  Territorial  Board  will  no  doubt  be  instructed  to 
replace  them  soon  by  more  modern  and  satisfactory  adoptions. 
Boards  of  Trustees  are  liable  to  a  fine  of  one  hundred  dollars 
and  removal  from  office  for  requiring  grade  pupils  to  purchase 
text  books  other  than  those  prescribed  by  law. 

High  School.  Until  1903,  a  high  school  course  of  two  years, 
corresponding  to  ninth  and  tenth  years’  work  was  all  that  was 
offered  by  the  Prescott  schools.  In  May  of  that  year,  an  elec¬ 
tion  was  held,  which  provided  for  a  complete  four  years’  high 
school  course.  Such  a  course  was  at  once  prepared,  and  has  re¬ 
ceived  the  official  sanction  of  the  Territorial  Board  of  Educa¬ 
tion,  as  is  required  by  law.  It  is  the  third  four  years’  high  school 
to  be  established  legally  in  Arizona,  and  is  designed  to  prepare 
students  for  the  best  colleges  and  universities,  as  well  as  to  pre¬ 
pare  them  for  the  duties  of  life  in  giving  them  a  well  rounded 


8 

PUBLIC  SCHOOLS 

elementary  education.  The  first  class,  consisting  of  four  mem¬ 
bers,  to  complete  the  four  years’  course,  graduated  June,  1905. 
One  of  these  graduates,  the  only  one  yet  to  attend  a  higher  in¬ 
stitution  of  learning,  was  admitted  to  Michigan  University  the 
following  September,  without  examination,  on  her  credentials 
from  our  high  school.  Last  January,  at  the  invitation  of  the 
Board  of  Trustees,  Prof.  W.  Scott  Thomas,  Ph.  D.,  the  Exam¬ 
iner  of  High  Schools  for  the  University  of  California,  made 
official  inspection  of  our  high  school,  and  left  the  following 
statement : 


“Berkeley,  California,  Jan .  9,  1906. 

“ This  is  to  certify  that  I  have  just  spent  two 
days  in  the  examination  of  the  Prescott  (Ari¬ 
zona)  High  School ;  that  I  have  found  the 
school,  its  management,  equipment,  teaching,  and 
attainment  of  the  pupils  of  such  quality  that  I 
shall  gladly  recommend  to  the  Committee  on 
Schools  of  the  University  of  California,  that  the 
Prescott  High  School  be  accepted  as  an  affili¬ 
ated  school,  whose  graduates  will  be  permitted , 
upon  recommendation  of  the  Superintendent,  to 
enter  the  Freshman  Class  of  the  University  of 
California  without  examination;  this  arrange¬ 
ment  to  remain  in  force  so  long  as  the  Univer¬ 
sity  of  California  has  reason  to  believe  the 
present  efficiency  of  management  is  continued. 

“W.  SCOTT  THOMAS, 

“ University  Examiner  of  Schools, 

“ University  of  California.” 

As  the  recommendation  of  the  official  examiner  is  invariably 
accepted  by  the  university  authorities,  this  means  that  our 
graduates  may  enter  the  University  of  California  without  ex¬ 
amination  ;  also  that  they  may  enter  Stanford  University,  as 
Stanford  does  not  send  out  an  examiner,  accepting  instead  the 
inspection  that  is  done  by  the  University  of  California.  And  it 


SEWING  ROOM 


PRESCOTT  ARIZONA 


9 


may  be  added,  that  many  of  the  Eastern  colleges  or  universities 
that  accredit  the  better  high  schools,  will  probably  honor  the 
action  of  the  University  of  California  and  accord  our  graduates 
the  same  entrance  privileges.  Those  of  our  students  who  do  not 
intend  subsequently  to  enter  college  are  permitted  to  take  the 
commercial  or  business  course,  which  substitutes  Book-keeping, 
Shorthand  and  Typewriting,  Commercial  Arithmetic  and  Com¬ 
mercial  Law,  for  the  languages.  The  school  provides  both  Rem¬ 
ington  and  Smith  typewriters  for  the  use  of  students.  Since  the 
establishment  of  the  four  years’  high  school,  first-class  chemi¬ 
cal  and  physical  laboratories  have  been  built  and  equipped. 
In  addition  to  the  expense  of  building  wall-cabinets,  dark-room, 
laboratory  tables,  pneumatic  troughs,  and  providing  water  and 
gas  connections  for  each  worker,  about  six  hundred  dollars 
have  been  spent  in  the  purchase  of  necessary  laboratory  appara¬ 
tus.  As  fast  as  is  expedient,  additions  are  being  made  to  the 
high  school  library.  Last  year  the  new  sixteen-volume  Encyclo¬ 
pedia  Americana  was  added.  This  year  we  receive  about  two 
hundred  standard  new  volumes  on  historical,  mythological,  and 
literary  subjects. 

Manual  Training.  In  August,  1903,  Mrs.  Hugo  Richards  of 
Prescott  offered  to  pay  the  salary  of  a  teacher  of  sewing  and 
cutting  for  the  girls  of  our  schools.  The  offer  was  at  once 
accepted,  a  teacher  was  elected  and  telegraphed  for  at  a  salary 
of  $750  for  the  school  year,  a  room  fitted  up  and  the  work 
begun.  This  work  has  been  splendidly  successful  from  the  be¬ 
ginning.  During  the  year  a  movement  was  started  among  the 
ladies  of  the  Monday  Club  to  raise  $1300  to  employ  a  teacher 
and  to  put  in  the  equipment  for  instruction  in  woodwork  for 
the  boys  for  the  following  year.  A  teacher  was  secured  and  the 
work  was  begun  in  September,  1904;  and  through  entertain¬ 
ments  given  by  the  Club  committee,  and  voluntary  subscrip¬ 
tions  of  citizens,  the  entire  amount  was  raised.  A  bill  was  pre¬ 
pared  that  winter  under  the  direction  of  the  Prescott  Board 
of  Trustees,  providing  for  Domestic  Science  and  Manual  Train¬ 
ing  departments  in  the  public  schools  of  the  Territory.  This 
bill  was  passed  by  the  Legislature  then  in  session.  It  is  a 
pleasure  to  add  here  that  Mrs.  Richards  continued  to  pay  the 
salary  of  the  sewing  teacher  the  second  year;  and  at  the  end 
of  this  time,  when  it  appeared  that  this  salary  could  not  be  met 
from  the  school  fund  for  the  next  year,  she  came  forward 
offering  to  meet  this  expense  a  third  year.  Fortunately,  how- 


10 

PUBLIC  SCHOOLS 

ever,  there  has  been  no  necessity  of  accepting  further  of  her 
generosity.  The  work  in  sewing  and  manual  training  has  been 
open  to  the  pupils  both  of  the  grades  and  the  high  school,  and 
has  been  popular  with  them  and  with  the  patrons.  Each  pupil 
is  given  two  lessons  per  week  of  an  hour  to  an  hour  and  a  quar¬ 
ter  each.  The  movement  is  extending  to  other  schools  in  Ari¬ 
zona.  There  are  many  who  believe  that  the  introduction  of  this 
line  of  work  marks  the  most  notable  advance  educationally  that 
has  been  made  since  the  organization  of  our  common  school 
system. 

Music  and  Drawing.  During  the  past  two  years,  the  third 
grade  teacher  has  also  been  the  special  music  teacher.  Since 
the  school  law  requires  the  pupils  of  the  first  three  grades  to 
be  dismissed  at  2 :30  in  the  afternoon,  the  third  grade  teacher 
has  the  remaining  time  until  four  o’clock  for  music.  Pupils 
are  taught  to  read  and  sing  from  the  vocal  score.  In  the  high 
school  the  students  are  given  two  or  three  lessons  per  week  in 
chorus  work  by  one  of  the  high  school  teachers.  A  number  of 
pupils,  both  from  the  high  school  and  the  grades,  have  recently 
formed  an  orchestra,  which  meets  once  a  week  for  rehearsal, 
and  now  consists  of  eight  or  nine  pieces. 

We  have  no  special  drawing  teacher  in  the  grades,  but 
many  of  our  grade  teachers  are  doing  excellent  work  in  this 
line  both  in  pencil  and  in  water  color  work.  As  the  regularly 
adopted  drawing  books  are  unsatisfactory,  we  are  supplement¬ 
ing  them  by  reference  to  the  new  Prang  Text  Books  of  Art 
Education.  In  the  manual  training  work,  shop  drawings  and 
designs  are  required  by  the  instructor  for  many  of  the  prob¬ 
lems  and  objects  constructed  by  the  pupils.  The  manual  train¬ 
ing  teacher  gives  also  an  elective  course  in  mechanical  drawing 
through  the  four  years  of  the  high  school  course. 


ENROLLMENT 

The  total  enrollment  in  the  Prescott  schools  for  the  last 
school  year  was  655  pupils;  of  these,  67  were  in  the  high 
school.  For  the  first  four  months  of  the  present  school  year, 
there  have  been  77  enrollments  in  the  high  school — 39  girls 
and  38  boys. 


. 


MANUAL  TRAINING  ROOM 


PRESCOTT  ARIZONA 

11 

ACKNOWLEDGMENTS 

In  addition  to  the  gifts  to  the  sewing  department  amount¬ 
ing  to  $1500  by  Mrs.  Hugo  Richards  and  her  tender  of  $750 
more  if  needed  to  continue  the  department,  and  $1300  to  the 
manual  training  department  by  the  Monday  Club,  heretofore 
referred  to,  it  is  with  further  pleasure  that  we  mention  other 
donations  to  the  schools. 

In  the  early  part  of  1904,  the  Art  Section  of  the  Monday 
Club,  at  a  cost  of  over  $100,  presented  to  the  high  school  pic¬ 
tures  selected  from  the  Horace  K.  Turner  exhibit  as  follows: 
Coliseum  and  Arch  of  Constantine,  Castle  and  Bridge  of  St. 
Angelo,  Arch  of  Titus,  Court  of  Lions  of  the  Alhambra,  and  the 
Chariot  Race.  At  the  same  time,  Mrs.  E.  W.  Wells  gave  to  one 
of  the  grade  rooms  Hofmann’s  Head  of  Christ.  The  Monday 
Club  has  previously  given  pictures  to  various  rooms  of  the 
school. 

Last  June,  Mr.  P.  M.  Murphy  presented  to  each  member  of 
the  high  school  graduating  class  a  trip  to  the  Grand  Canyon 
with  all  traveling  and  hotel  expenses  paid.  Mr.  Murphy  an¬ 
nounces  that  the  same  privilege  will  be  extended  to  subsequent 
graduating  classes  until  further  notice.  In  addition  to  these 
Canyon  trips,  he  has  donated  $200  this  year  to  the  schools; 
$150  of  this  amount  has  been  used  in  purchasing  school  library 
and  reference  books,  and  $50  will  be  expended  in  prizes  for  a 
declamation  contest  to  be  given  by  pupils  in  the  high  school. 

Mr.  J.  W.  Wilson  gave  also  last  June  to  the  three  boys 
who  made  the  best  articles  in  the  manual  training  department, 
a  suit  of  clothes,  a  pair  of  shoes,  and  a  hat  respectively,  and 
makes  the  same  offer  this  year. 

FURTHER  IMPROVEMENTS 

While  the  buildings,  course  of  study,  and  equipment  of 
the  schools  in  general,  are  in  first-class  condition,  there  are 
some  minor  details  that  can  be  improved  advantageously.  As 
already  stated,  our  library  facilities  will  be  added  to  as  fast 
as  is  expedient.  In  this  connection,  it  may  be  suggested  that 
the  library  room  in  the  new  building,  in  addition  to  its  regular 
use,  could  well  be  made  the  depository  for  pictures  and  other 
information  relative  to  the  history  of  the  schools  not  only  of 
Prescott,  but  of  other  parts  of  the  Territory.  Any  contributions 


PUBLIC  SCHOOLS 


12 


in  this  line  will  be  carefully  recorded  and  preserved.  Through 
the  efforts  of  our  music  teacher,  a  fund  has  been  created  for 
the  purchase  of  a  piano  for  the  use  of  the  rooms  on  the  second 
floor  of  the  new  building,  and  for  music  for  the  lines  marching 
in  and  out  of  the  building.  We  have  in  addition  one  piano  in 
the  high  school  assembly  room,  and  one  in  the  Kindergarten. 
As  soon  as  the  weather  will  permit  in  the  Spring,  it  is  the  inten¬ 
tion  to  build  a  cement  sidewalk  in  front  of  the  new  building. 
As  the  funds  of  the  district  will  allow,  plans  can  be  devised 
for  the  ornamentation  of  the  grounds  by  setting  out  flowers 
and  additional  trees.  As  all  the  rooms  in  both  buildings  are 
now  occupied,  any  considerable  increase  in  the  school  popula¬ 
tion  of  the  district  will  require  additional  room.  This  could 
best  be  provided  by  erecting  a  building  for  the  primary  grades 
in  the  western  part  of  the  city. 

In  another  year  or  so,  we  believe  it  would  be  well  to  sub¬ 
stitute  instruction  in  cooking  in  the  seventh  and  eighth  grades 
for  the  sewing  now  given  in  those  grades.  This  would  vary  the 
work  for  the  girls  from  the  present  plan  of  continuing  the  sew¬ 
ing  throughout  the  grades  and  the  high  school,  and  at  the  same 
time  give  them  a  broader  experience  in  Domestic  Science.  The 
same  teacher  could  handle  both  subjects,  and  gas  could  readily 
be  installed  as  the  fuel.  The  Board  of  Trustees  seriously  con¬ 
sidered  the  employment  of  a  teacher  for  this  year  on  the 
“Batavian”  plan,  and  gave  up  the  idea  only  as  it  was  found 
that  the  funds  apportioned  were  not  sufficient.  The  “Batavian” 
teacher  assists  the  regular  teachers  by  giving  slow  pupils  addi¬ 
tional  instruction  and  help,  so  they  are  able  to  overcome  diffi¬ 
culties  that  otherwise  might  get  the  better  of  them.  Such  a 
teacher  would  materially  increase  the  efficiency  of  our  schools. 

LENGTH  OF  SERVICE 

In  an  article  in  the  Encyclopedia  Americana  on  the  Kansas 
City  schools,  Superintendent  Greenwood  says:  “It  is  a  note¬ 
worthy  fact  that  since  the  organization  of  the  Board  of  Educa¬ 
tion  (of  Kansas  City)  thirty-six  years  ago,  with  six  men  serv¬ 
ing  all  the  time,  only  twenty-nine  different  men  have  composed 
its  membership.”  This  makes  the  long  average  of  nearly  seven 
and  one-half  years  of  service  for  each  member.  Much  of  the 
superior  excellence  of  the  Kansas  City  schools  is  attributed 
to  this  fact.  It  may  be  said  here  that  the  citizens  of  Prescott 


PRESCOTT  ARIZONA 


13 


have  apparently  endorsed  the  same  idea  as  to  length  of  service, 
inasmuch  as  two  of  the  three  members  of  the  Prescott  Board  of 
Trustees  have  each  been  elected  for  their  third  term,  which  will 
make  nine  years  continuously  for  each  of  them,  if  they  serve 
out  the  time  for  which  they  have  been  elected.  It  may  also 
be  said  that  the  present  City  Superintendent  is  now  serving  us 
for  his  sixth  year.  In  the  ten  years  previous,  the  Prescott 
schools  employed  as  many  as  nine  different  persons  in  this 
capacity.  We  believe  that  no  school  can  make  a  connected  or 
substantial  progress  with  changes  of  such  frequency. 

EXPRESSION  OF  APPRECIATION 

In  closing  this  sketch  of  the  Prescott  Schools,  the  Trustees 
desire  to  express  their  appreciation  of  the  support  and  confi¬ 
dence  they  have  long  received  from  the  patrons  of  the  schools. 
Both  in  the  cheerful  payment  of  school  taxes  and  in  the  civic 
pride  taken  in  every  laudable  effort  to  advance  our  schools, 
our  citizens  have  not  been  found  wanting.  Co-operation  of  this 
character  has  made  possible  whatever  degree  of  success  the 
Prescott  Schools  have  attained. 


On  the  following  pages  are  printed  the  Courses  of  Study 
for  the  Kindergarten,  Grades,  and  High  School;  Rules  and 
Regulations  for  Board  of  Trustees,  Superintendent,  Teachers, 
Pupils,  and  Janitor;  and  Extracts  from  the  School  Law. 


14 


PUBLIC  SCHOOLS 


Kindergarten  Course  of  Study 


The  following  outline,  from  the  Chicago  Normal  School, 

indicates  the  nature  of  the  work  done  in  the  two  years  in  the 

Kindergarten : 

CHILD’S  DEVELOPMENT  THROUGH 

Language :  Stories  lift  the  child  out  of  his  personal  ex¬ 
perience  into  a  larger  world;  direct  his  imagination;  pre¬ 
sent  ideals. 

Songs  awaken  a  sense  of  rhythm;  develop  a  taste  for  good 
music ;  furnish  a  poetic  form  of  expression  for  ideas. 

Talks  give  child  opportunity  to  relate  his  individual  exper¬ 
iences,  to  participate  sympathetically  in  the  experiences 
of  others,  and  to  gain  power  of  expression  through  lan¬ 
guage. 

Games :  Give  opportunity  for  bodily  activity ;  strengthen  sense 
perceptions;  develop  social  instincts  through  Rythmic 
Games  for  control  of  body,  Sense  Games  for  training  of 
senses,  Representative  Games  for  imitation  of  life  in  na¬ 
ture;  imitation  of  activities  of  man. 

Material :  Constructive,  as  blocks,  clay,  folding  paper, 
weaving  mats,  etc.,  stimulate  observation  of  objects  in 
environment,  furnish  means  of  expression  through  ma¬ 
terial,  thus  developing  imagination,  judgment,  skill,  ac¬ 
curacy,  etc.,  and  leading  toward  art.  Nature,  as  leaves, 
seeds,  nests,  cocoons,  stones,  shells,  etc.,  cultivate  interest 
in  and  love  for  the  life  in  nature;  knowledge  of  processes 
of  growth,  thus  leading  toward  science.  Appeal  to  the 
esthetic  sense.  Through  the  use  of  these  materials  funda¬ 
mental  perceptions  are  gained. 

Form — Solid,  sphere,  cube,  cylinder,  oblong  and  triangular 
prisms.  Surface,  circle,  square,  oblong,  triangle.  Line, 
curved,  straight.. 


PRESCOTT  ARIZONA 


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Color — Six  standard  colors.  Black,  white,  gray,  brown. 
Number — Knowledge  of  numbers  from  one  to  ten;  number 
relations  expressed  by  %,  */ i,  1-3. 

Size — Large,  small. 

Measurement — Long,  short,  thick,  thin,  wide,  narrow. 

Weight — Heavy,  light. 

Texture — Rough,  smooth. 

Position — Front,  back,  top,  bottom,  right,  left. 

Direction — Straight,  slanting,  curved;  points  of  compass. 


PUBLIC  SCHOOLS 


16 


Course  of  Study  for  the  Grades 


The  following  Course  of  Study  is  substantially  the  same 
as  that  published  by  the  Territorial  Board  of  Education,  with 
the  exceptions  that  the  work  of  each  year  is  outlined  by  sem¬ 
esters,  instead  of  by  months,  and  that  courses  are  added  in 
Manual  Training,  Nature  Study,  and  Music.  The  Manual 
Training  course  has  been  approved  by  the  Territorial  Board, 
as  is  required  by  law.  The  Nature  Study  outline  is  adapted 
from  C.  B.  Scott’s  Nature  Study,  published  by  D.  C.  Heath. 
The  text  books  for  the  grades  are  those  prescribed  for  all  the 
schools  of  the  Territory. 


FIRST  YEAR 

The  pupil  should  have:  Progressive  First  Reader ,  25c; 
slate  or  tablet ,  as  directed. 


Reading. — Reading  is  the  fundamental  subject  for  the  first 
three  years  at  least.  Too  much  care,  therefore,  can  not  be  taken 
to  see  that  the  pupil  in  these  grades  acquires  the  power  to 
recognize  words  quickly,  to  associate  with  them  their  proper 
meaning,  to  articulate  them  clearly,  and  to  use  them  in  the 
sentence  in  a  natural  and  fluent  manner.  As  the  child  learns 
the  printed  word,  place  all  new  words  on  the  board,  adding  to 
the  list  from  day  to  day.  Review  this  list  frequently,  gradually 
leaving  out  words  that  are  mastered.  Do  not  let  pupils  at¬ 
tempt  to  read  a  new  lesson  orally  until  they  have  learned  all 
new  words  by  means  of  board  or  chart  drill.  By  the  end  of 
the  first  year,  the  pupil  should  be  able  to  read  orally  with  a 
fair  degree  of  readiness  and  accuracy  any  lesson  in  the  first 
reader,  and  to  tell  in  his  own  language  the  substance  of  what 
he  has  read. 

Writing. — If  slates  are  used,  have  them  ruled  on  one  side, 
and  pencils,  at  least  four  inches  long,  well  sharpened.  By  the 


PRESCOTT  ARIZONA 


17 


end  of  the  year,  the  pupil  should  be  able  to  make  and  combine 
all  the  small  letters;  to  make  capitals,  and  give  the  space  in 
height  of  all  the  letters.  Pupils  should  not  use  pen  and  ink 
this  year. 

Numbers. — The  year’s  work  should  include  the  ready 
knowledge  of  all  combinations  and  separations  of  numbers  up 
to  ten ;  counting  to  one  hundred ;  the  making  of  all  the  figures 
correctly,  and  the  use  of  the  signs:  +,  — ,  -r-?  and  =.  The 
idea  of  number  should  be  developed  by  the  use  of  objects;  the 
facts  thus  gained  should  be  drilled  upon  over  and  over  until 
they  become  spontaneous  in  the  child’s  thought. 

Language. — While  the  work  in  language  for  the  first  two 
or  three  years  should  be  mainly  in  connection  with  the  reader, 
the  aim  in  all  lessons  should  be  to  cultivate  the  use  of  good 
language.  By  the  end  of  the  year,  the  pupil  should  be  able  to 
tell  the  story  of  his  reading  or  language  lesson  in  acceptable 
English ;  to  write  simple  sentences  from  dictation,  using  therein 
the  capital,  period,  and  question  mark  correctly;  to  use  is  and 
are,  was  and  were,  in  sentence  building;  to  avoid  the  use  of 
such  contracted  forms  as  don’t  and  won’t;  and  to  write  his 
name,  post  office  address,  date  of  month  and  year,  using  cor¬ 
rectly  the  capitals,  punctuation  marks,  and  abbreviations  in 
the  same. 

Spelling. — Spelling  for  the  first  year  should  be  conducted 
in  connection  with  the  reading  lesson.  While  words  as  wholes 
should  be  first  taught,  the  child  will  soon  begin  to  learn  the 
letters  of  the  alphabet.  New  words  should  be  copied  on  the 
slate  as  seat  work.  The  pupil  should  begin  to  spell  by  sound, 
and  to  recognize  that  words  usually  consist  of  two  or  more 
sounds.  By  the  end  of  the  year,  pupils  ought  to  be  able  to 
spell  orally  and  in  writing  all  common  words  in  the  first  reader, 
to  reproduce  abbreviations  found  in  the  reader,  to  divide  words 
into  syllables,  to  spell  syllables  by  sound,  and  to  give  the  long 
and  short  sound  of  each  vowel. 

Physiology  and  Hygiene. — In  a  simple  way  teach  the  parts 
of  the  body  and  their  uses;  the  care  of  the  body,  cleanliness, 
proper  exercise,  correct  posture,  clothing,  care  of  the  teeth, 
proper  food  and  fresh  air.  Teach  bad  effects  of  intoxicants, 
tobacco,  and  cigarettes. 

Calisthenics. — “In  all  primary  schools  exercises  in  free 
calisthenics  and  vocal  and  breathing  exercises  should  be  given 


18 


PUBLIC  SCHOOLS 


at  least  twice  a  day  and  for  a  time  not  less  than  from  three  to 
five  minutes  for  each  exercise.’ ’  (Rule  18  of  the  Territorial 
Board  of  Education.) 

Nature  Study. — First  Semester:  One  or  two  plants  as 
wholes.  Formation  of  seeds.  Caterpillars  and  butterflies.  Dis¬ 
semination  of  seeds.  Falling  and  coloring  of  leaves.  Grass¬ 
hoppers  or  crickets.  Fruits.  Preparation  of  buds  for  winter. 
Evergreens.  The  cat.  Second  Semester :  Water,  its  forms  and 
work.  Development  of  buds.  Birds ;  their  return,  habits,  mat¬ 
ing,  songs  of  two  or  three.  Cocoons  and  butterflies.  General: 
One  tree  observed  throughout  the  year. 

Music. — As  directed  by  the  music  teacher.  The  Modern 
Music  readers,  published  by  Silver,  Burdett  &  Co.,  are  used. 
The  district  has  a  supply  of  these  texts  which  pupils  use  with¬ 
out  cost. 

Drawing. — Teacher  will  receive  suggestions  from  pages 
1-11  in  the  Course  of  Study  for  Prang’s  Texts  of  Art  Edu¬ 
cation.  Paper  and  materials  are  furnished  the  pupils  by  the 
district. 

Manual  Training. — Paper  work  or  raffia  for  both  boys  and 
girls. 


SECOND  YEAR 

The  pupil  should  have :  Sprague's  second  reader ,  35c; 
and  later  Progressive  second  reader ,  45c;  Roudebush' s  Ver¬ 
tical  writing  book »  No.  /,  10c;  slate  or  tableU  as  directed. 


Reading. — Sprague’s  Second  Reader,  and  later  the  Pro¬ 
gressive  Second  Reader,  as  directed  by  the  teacher. 

Writing. — Roudebush ’s  Writing  Book  No.  One.  Pen  and 
ink  should  not  be  used  this  year. 

Number  Work. — All  operations  in  which  combinations  or 
results  do  not  exceed  twenty.  Writing  and  reading  numbers 
in  Arabic  Notation  to  1000 ;  in  Roman  Notation  to  C. 

Language. — Continue  suggestions  for  first  year.  Have 
pupils  write  brief  stories  they  have  learned  to  tell,  using  capi¬ 
tals  and  final  marks  of  punctuation.  Encourage  conversation 
about  their  reader  stories  and  see  that  they  acquire  correct 


PRESCOTT  ARIZONA 


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habits  of  speech.  Teach  simple  plurals.  Avoid  such  contrac¬ 
tions  as  don’t,  won’t,  and  ain’t.  Give  instruction  on  forms  in 
letter  writing.  Write  short,  neat  letter  on  board  and  let  pupils 
copy.  In  same  way  practice  on  address  on  envelope.  Teach  the 
use  of  have  and  has,  saw  and  seen. 

Spelling. — B  Class:  Continue  first  year’s  work.  Pupils 
should  learn  all  new  words  in  each  reading  lesson  and  review 
list  of  troublesome  words  frequently.  Review  previous  dia¬ 
critical  markings  and  learn  long  and  short  Italian  and  broad 
sounds  of  a,  the  sounds  of  e,  i,  o  and  u  before  r,  the  hard  and 
soft  sounds  of  c,  and  the  z  sound  of  s.  Notice  and  mark  silent 
letters.  Have  pupils  pronounce  words  ending  in  silent  e  so  that 
this  letter  is  sounded.  Spell  many  words  by  sound. 

A  Class:  Drill  on  difficult  words  from  reading  lessons. 
Have  pupils  write  sentences  using  correctly  such  words  as: 
to,  too,  two;  here,  hear;  no,  know;  son,  sun;  flower,  flour;  by, 
buy;  there,  their;  fare,  fair.  Review  all  diacritical  markings 
previously  learned.  Continue  the  division  of  words  into  sylla¬ 
bles,  and  mark  accented  syllables. 

Physiology. — Expand  the  work  of  the  first  year.  The  use  of 
bones  and  joints.  Muscles,  their  use  and  exercise.  Proper 
positions  in  sitting,  standing,  and  walking.  Note  what  meats, 
grains  and  vegetables  are  most  wholesome.  Unripe  or  overripe 
fruits  unwholesome.  Lungs,  air  and  ventilation.  Alcoholic 
drinks  dangerous  to  health ;  forbidden  to  children.  Same  with 
tobacco. 

Calisthenics. — “In  all  primary  schools  exercises  in  free 
calisthenics  and  vocal  and  breathing  exercises  shall  be  given 
at  least  twice  a  day  for  a  time  not  less  than  from  three  to  five 
minutes  for  each  exercise.”  (Rule  18  Territorial  Board.) 

Nature  Study. — First  Semester:  Two  plants,  one  a  com¬ 
posite.  Caterpillars  and  butterflies.  Crickets  or  grasshoppers. 
Dissemination  of  seeds.  Falling  and  coloring  of  leaves.  Snails, 
spiders,  galls,  leaf-miners.  Fruits  and  grains.  Preparation  of 
buds  for  winter.  Domestic  mammals.  Turtle  or  fish.  Ever¬ 
greens.  Second  Semester:  Water,  its  forms  and  work.  Air, 
its  presence  and  uses.  Lamps,  stoves,  and  furnaces.  Develop¬ 
ment  of  buds.  Birds,  their  return.  Life  history  of  bean  and 
pea.  Uses  and  parts  of  leaves.  Habits  of  two  or  three  birds, 
and  a  little  structure.  Development  of  tadpoles.  Flowers. 
General:  Two  trees  observed  throughout  the  year.  Potted 
plants  in  school  room. 


20 


PUBLIC  SCHOOLS 


Music. — As  directed  by  the  music  teacher.  The  Modern 
Music  readers,  published  by  Silver,  Burdett  &  Co.,  are  used. 
The  district  has  a  supply  of  these  texts  which  pupils  use 
without  cost. 

Drawing. — Teacher  will  receive  suggestions  from  pages 
12-24  in  the  Course  of  Study  for  Prang’s  New  Texts  of  Art 
Education.  Paper  and  materials  are  furnished  the  pupils  by 
the  district. 

Manual  Training. — Raffia  work  for  both  boys  and  girls. 


THIRD  YEAR 

The  pupil  skauld  have:  Sprague's  Third  Reader ,  40c; 
and  later ,  Progressive  Third  Reader ,  45c ;  RoudehusKs  Ver¬ 
tical  Writing  Book,  No.  1,10c;  White's  First  Book  of  Arith¬ 
metic,  35c;  Eclectic  Industrial  Drawing  Book ,  No.  1,  15c; 
Water  Color  Box  and  Brushes,  Prang's  No.  1 ,  recommended 
25c;  Slate  or  Tablet,  as  directed. 


Reading. — Sprague’s  Third  Reader,  and  later  the  Pro¬ 
gressive  Third  Reader,  as  directed  by  the  teacher. 

Writing. — The  use  of  pen  and  ink  may  be  begun  this  year. 
Care  should  be  taken  with  all  written  exercises  as  well  as  with 
copy  books. 

Arithmetic. — Part  I  in  White’s  First  Book  in  Arithmetic. 
See  by  repeated  drills  that  all  number  facts  therein  are  in¬ 
delibly  fixed  in  the  child’s  memory. 

Language. — Continue  the  work  of  the  previous  year.  Have 
pupils  write  many  sentences,  using  singular  and  plural  forms 
of  nouns  and  verbs.  Teach  pupils  to  recognize  different  kinds 
of  sentences,  as  telling,  asking,  commanding,  and  exclaiming, 
and  to  punctuate  these.  Two  uses  of  period, — to  close  a  sen¬ 
tence  and  to  show  abbreviation.  Possessive  form  of  nouns, 
capitalization  of  proper  nouns,  use  of  hyphen  in  dividing  syl¬ 
lables  at  the  end  of  lines,  the  use  of  commas  to  set  off  words 
of  address,  and  the  use  of  quotation  marks.  Let  all  of  the 
formal  work,  be  incidental,  as  far  as  possible,  to  the  oral  and 
written  reproduction  of  stories  and  of  letter  writing.  In  addi- 


PRESCOTT  ARIZONA 


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tion  to  the  reader,  the  teacher  will  find  much  assistance  in  a 
good  language  work,  such  as  DeGarmo’s  Language  Lessons, 
which  supplies  much  good  material  from  such  fables  and  myths 
as  appeal  strongly  to  the  child’s  imagination  and  interest. 
Help  pupils  to  acquire  the  habit  of  looking  over  all  their  writ¬ 
ten  work  when  completed,  and  searching  for  errors  in  spelling, 
capitalization,  manner  of  expression,  etc. 

Spelling. — Drill  on  all  difficult  words  from  the  reading  les¬ 
son.  Review  previous  diacritical  markings,  and  learn  the  re¬ 
maining  markings  for  the  vowels  and  the  sounds  of  hard  and 
soft  g.  Select  list  of  words  of  three  syllables;  let  pupils  pro¬ 
nounce  the  first  syllable  of  all  of  them,  then  the  second,  and 
then  the  third.  Have  pupils  copy  the  list,  marking  accented 
syllables,  and  pronounce  the  words  correctly.  Then  let  pupils 
mark  the  accent  on  the  first  syllable  of  each  word  and  pro¬ 
nounce;  on  the  second  syllable  and  pronounce;  and  on  the 
third.  Drill  much.  Prepare  list  of  short  words,  marking  letters 
to  change  the  regular  pronunciation;  have  pupils  pronounce 
as  marked  to  test  their  knowledge  of  diacritical  marking. 

Geography. — Oral.  B  Class:  Teach  terms  right,  left, 
front,  back.  Point  in  these  directions.  Point  north,  south,  east, 
west.  Locate  objects  in  the  neighborhood  by  giving  directions 
from  school  house.  Draw  diagram  of  school  house ;  of  school 
grounds.  Draw  map  of  school  house  with  adjacent  streets  and 
neighborhood.  Locate  all  objects  by  comparing  directions. 
Talk  about  hills,  mountains,  plains,  rivers,  land,  ocean. 
A  Class.  Oral:  Drill  on  map  of  county.  If  no  map  is  at 
hand,  teacher  should  make  a  copy  of  one  for  class  use.  Tell 
pupils  there  are  thirteen  counties  in  Arizona,  and  show  that 
the  home  county  is  a  small  part  of  the  Territory.  Towns, 
rivers,  railroads,  and  prominent  mountains  should  be  placed 
on  the  map  drawn.  General  outline  of  the  map  of  Arizona. 
Teach  the  slope  of  the  land  by  the  direction  of  the  rivers. 
Locate  and  describe  the  Colorado,  Gila,  Salt,  Little  Colorado, 
and  Santa  Cruz. 

Physiology. — Continue  the  work  of  previous  years.  Special 
sense  organs  and  their  use  and  care.  Solid  and  liquid  food. 
Solid  must  be  changed  to  liquid ;  how  this  is  done.  Emphasize 
thorough  chewing  of  food  and  mixing  with  saliva.  Bad  effects 
of  rapid  eating  or  over  eating.  Care  of  teeth;  frequent  cleans- 


PUBLIC  SCHOOLS 


22 


ing.  How  cooking  aids  digestion.  Evil  effects  of  alcohol  and 
tobacco  on  body  and  mind. 

Calisthenics. — “In  all  primary  schools  exercises  in  free 
calisthenics  and  vocal  and  breathing  exercises  shall  be  given 
at  least  twice  a  day  and  for  a  time  not  less  than  from  three 
to  five  minutes  for  each  exercise.”  (Rule  18  of  Territorial 
Board.) 

Nature  Study. — First  Semester:  Spiders,  galls,  and  leaf- 
miners.  Ants,  bees,  beetles  or  flies,  and  their  larvae.  Cater¬ 
pillars  and  butterflies.  Flowers.  Two  whole  plants.  Seed 
cases  and  fruits.  Crayfish.  Soil  making.  Formation  of  val¬ 
leys.  Collections  of  rocks  and  fossils.  Grains  and  vegetables. 
Preparation  of  plants  for  winter.  Fish,  turtle  or  frog.  Ever¬ 
greens.  Corals.  Limestone  and  fossils.  Second  Semester : 
Quartz,  sand  and  standstone.  Feldspar,  hornblende,  mica, 
granite.  Heat ;  its  sources,  and  its  effects  on  solids,  liquids  and 
gases.  Thermometer.  Life  history  of  two  unlike  plants.  Ger¬ 
mination.  Buds.  Leaves,  their  forms  and  structure.  Birds; 
habits,  development,  structure,  and  a  little  classification.  Flow¬ 
ers,  their  parts  and  plan.  General:  Recognition  of  common 
wild  flowers. 

Music. — As  directed  by  the  music  teacher.  The  Modern 
Music  readers,  published  by  Silver,  Burdett  &  Co.,  are  used. 
The  district  has  a  supply  of  these  texts,  which  pupils  use  with¬ 
out  cost. 

Drawing. — Teacher  will  study  pages  25-36  in  the  Course 
of  Study  for  Prang’s  New  Texts  of  Art  Education,  in  connec¬ 
tion  with  the  Eclectic  Drawing  Book  No.  1.  Paper  and  pencils 
are  furnished  the  pupil  by  the  district.  Pupils  have  the  refer¬ 
ence  use  of  the  Prang  Art  Texts  with  which  the  school  is  sup¬ 
plied. 

Manual  Training. — Raffia  work  for  both  boys  and  girls. 

FOURTH  YEAR 

The  pupil  should  have:  Sprague's  Fourth  Reader ,  60c; 
Roudebush's  Vertical  Writing  Bool No.  2,  10c ;  White's 
First  Book  of  Arithmetic ,  35c;  Modern  Spelling  Book *  25; 
Overton's  Applied  Physiology,  Primary ,  35c;  Eclectic  Indus - 


PRESCOTT  ARIZONA 


23 


trial  Drawing  Book*  No.  2,  15c;  Water  Color  Box  and 
Brushes ,  Prangs  No.  /,  recommended ,  25c;  S/a/e  or  tablet , 
as  directed. 


Reading. — Sprague’s  Fourth  Reader  begun  and  completed. 

Writing. — The  Writing  Book  as  directed.  The  teacher 
should  see  that  all  written  exercises  are  carefully  done,  and 
should  see  that  margins  and  paragraphing  are  neat. 

Arithmetic. — Part  II  in  White’s  First  Book  in  Arithmetic. 

Language. — The  pupil  will  need  no  language  text  this 
year.  Review  the  work  of  the  third  year.  Have  much  story 
work  and  written  dictation  work  done  by  the  pupils.  The 
pupil’s  habit  of  criticizing  his  own  work  should  be  strength¬ 
ened.  He  should  learn  to  go  over  his  written  work  and  ques¬ 
tion  the  spelling,  form  of  expression,  and  punctuation.  He 
should  be  encouraged  to  look  into  his  reader  or  elsewhere  for 
the  correct  spelling  of  words  he  is  uncertain  of.  Marginal 
lines  and  paragraphing  should  be  neat.  In  addition  to  marks 
of  punctuation  taught  last  year,  show  the  use  of  the  apostrophe 
in  abbreviations,  such  as  I’ll,  I’m,  can’t,  don’t,  etc.  Teach 
proper  use  of  such  forms.  Also  the  use  of  the  comma  before 
quotations.  Have  pupils  fill  blanks  in  sentences  with  is,  was, 
were;  have,  has,  had;  this,  that;  these,  those;  boy’s.  Practice 
upon  the  use  of  lie,  lay;  sit,  set;  rise,  raise;  teach,  learn;  etc. 
Continually  look  after  such  expressions  as  “them  apples;” 
“these  kind  of  seats;”  “Was  you  there?”  “I  seen  you;” 
“Can  I  leave  my  seat?” 

Geography. — Oral.  Follow  suggestions  for  the  third  year. 

Spelling. — B  Class:  Drill  on  difficult  words  in  all  other 
lessons.  Review  previous  diacritical  markings,  and  learn  re¬ 
maining  consonant  sounds,  diphthongs,  triphthongs,  digraphs, 
and  trigraphs.  Have  pupils  arrange  lists  of  words  alphabeti¬ 
cally;  also  according  to  accent.  Follow  suggestions  for  drill 
on  syllabification  and  pronunciation  given  in  the  third  year 
outline.  Begin  the  Modern  Spelling  Book,  and  advance  to 
page  35.  A  Class:  Continue  the  work  of  the  B  Class.  Al§o, 
teach  some  of  the  common  abbreviations.  Drill  on  common 
homonyms  and  synonyms.  Classify  sounds  as  vowels  and  con¬ 
sonants.  Classify  letters  in  the  same  way  and  give  sounds  of 
the  same.  Advance  to  page  50  in  the  Speller. 


24 

PUBLIC  SCHOOLS 

Physiology. — Text  to  be  used  and  completed  as  supple¬ 
mentary  reader. 

Calisthenics. — See  rule  of  Territorial  Board  in  third  year 
outline. 

Nature  Study. — First  Semester :  Insects  not  studied  before 
(such  as  dragon  fly).  Classification  of  insects.  Roots  and 
stems,  their  form  and  structure.  One  whole  plant.  Crayfish, 
structure  and  plan.  Lobster  and  crab.  Earthworm.  Kinds 
of  soil,  soil  making,  work  of  water.  Collecting  rocks  and  fos¬ 
sils.  Mammals  and  other  vertebrates.  Classification  of  ver¬ 
tebrates.  Limestone  and  fossils.  Sandstone  and  stratified 
rocks.  Granite  rocks,  formation,  properties,  transportation  and 
uses.  Second  Semester:  Heat,  production,  absorption,  radia¬ 
tion,  conduction  and  effects.  Engines.  Careful  observation  of 
two  or  three  trees.  Leaves,  their  function,  form  and  structure. 
Tree  flowers.  Cocoons  and  butterflies.  Birds  and  their  classi¬ 
fication.  Frogs’  eggs  and  frogs.  General:  Recognition  of 
common  wild  flowers  and  of  poisonous  plants. 

Music. — As  directed  by  the  music  teacher.  The  Modern 
Music  readers,  published  by  Silver,  Burdett  &  Co.,  are  used. 
The  district  has  a  supply  of  these  texts,  which  pupils  use 
without  cost. 

Drawing. — Teacher  will  study  pages  37-48  in  the  Course 
of  Study  for  Prang’s  New  Texts  of  Art  Education  in  connec¬ 
tion  with  the  Eclectic  Drawing  Book  No.  2.  Paper  and  pencils 
are  furnished  the  pupil  by  the  district.  Pupils  have  the  refer¬ 
ence  use  of  the  Prang  Art  Texts  with  which  the  school  is 
supplied. 

Manual  Training. — Sewing  for  Girls.  Overhand  stitching, 
combination  stitching,  and  sewing  on  tape;  making  holders. 
Overhanding,  blind  looping,  backstitching ;  making  needle 
books.  French  seaming,  hemming;  work  bags.  Big  doll’s 
wardrobe.  Woodwork  for  Boys.  Problems:  blotter  pad,  pen¬ 
cil  sharpener,  tooth  brush  rack,  book  rack,  foot  stool,  problem 
selected  by  the  pupil  with  approval  of  the  instructor.  Princi¬ 
ples:  Joints,  butt,  blind  nailing,  mortise  and  tenon;  squaring 
of  board  to  dimensions.  Discussion:  Use  of  tools,  materials, 
finishes,  etc.  Drawing:  Sketch  of  object,  free  hand  drawing 
of  designs. 


PRESCOTT  ARIZONA 


25 


FIFTH  YEAR 

The  pupil  should  have:  Progressive  Fourth  Reader , 
55c;  Roudebush's  Vertical  Writing  Book>  No.  2,  10c; 
White's  First  Book  °f  Arithmetic ,  35c;  Sheldon  s  Primary 
Language  Lessons ,  40c;  Natural  Elementary  Geography ,  65c; 
Modern  Spelling  Book ,  25c;  Overton  s  Applied  Physiology , 
Intermediate ,  55c;  Eclectic  Industrial  Drawing  J Book,  No.  3, 
15c;  Water  Color  Box  and  Brushes ,  Prang's  No.  /,  recom¬ 
mended ,  25c;  Dictionary ,  Webster's  Grammar  School  or  other 
good  edition;  Tablet ,  as  directed. 


Reading. — Progressive  Fourth  Reader  begun  and  com¬ 
pleted. 

Writing. — The  Writing  Book  as  directed.  The  teacher 
should  see  that  all  written  exercises  are  carefully  done,  and 
should  see  that  margins  and  paragraphing  are  neat. 

Arithmetic. — Part  III  in  White ’s  First  Book  of  Arithmetic. 
Note  that  the  author  does  not  teach  H.  C.  F.  or  L.  C.  M.  in  the 
simple  work  presented  in  fractions.  Give  much  drill  in  simple 
problems,  and  insist  upon  the  use  of  good  language  in  their 
explanation. 

Language. — B  Class :  Review  work  of  fourth  year.  Much 
written  work  as  before.  Begin  Sheldon’s  Primary  Language 
Lessons  and  advance  to  page  64.  Supplement  the  text  with 
similar  additional  work.  A  Class:  To  page  85. 

Geography. — Natural  Elementary  Geography  begun.  B 
Class:  Study  the  earth  as  a  whole;  its  shape  and  size.  Land 
and  water.  Earth  as  a  planet.  Air.  Forms  of  land  and  water. 
Surface  of  the  earth.  Moisture ;  drainage.  Motions  of  the 
earth ;  daily,  annual.  Zones ;  parallels  and  meridians.  Maps. 
Hemispheres.  Use  pictures  to  help  pupils  to  proper  concep¬ 
tions.  North  America  as  a  whole.  Location  and  outline.  Loca¬ 
tion  of  boundary  oceans.  Coast  line;  principal  forms  of  land 
and  water  located.  Political  divisions.  Animal  and  vegetable 
life.  Climate.  Make  daily  use  of  outline  map.  United  States 
as  a  whole.  Follow  suggestions  for  North  America.  Northern 
section.  Read  text  and  study  maps.  Location  and  boundaries. 


PUBLIC  SCHOOLS 


26 


Name  and  locate  two  or  three  principal  mountains,  capes, 
islands,  rivers,  lakes,  bays,  cities.  Capitals  and  metropolises. 
Compare  industries;  farming,  manufacturing,  mining,  lumber¬ 
ing,  stock-raising,  dairying,  fishing.  Historical  events  and  mat¬ 
ters  of  interest  connected  with  places.  Take  imaginary  voy¬ 
ages,  speaking  of  matters  of  interest,  scenery,  soil,  climate,  etc. 
Map  drawing.  Frequent  reviews  and  repetitions.  A  Class: 
North  Eastern  section,  New  England,  Southern,  Plateau,  and 
Pacific  sections,  following  suggestions  for  Northern  section. 

Spelling. — B  Class:  Drill  on  difficult  words  in  all  other 
lessons.  Advance  from  page  50  to  page  65  in  Speller.  Review 
the  sounds  and  markings  of  some  one  vowel  or  of  the  conso¬ 
nants  each  month.  Classify  words  as  monosyllables,  dissylla¬ 
bles,  trisyllables,  and  polysyllables.  Each  pupil  should  own  a 
dictionary.  A  Class :  Continue  as  in  B  Class,  and  study  mean¬ 
ings  of  the  common  prefixes  (not  more  than  one  each  lesson) 
and  suffixes  with  many  words  to  illustrate.  Pages  65  to  83  in 
Speller. 

History. — Oral.  Many  of  the  following  history  stories  may 
profitably  be  made  the  basis  for  written  work  in  language. 
B  Class:  Columbus.  Discovery  of  America.  Other  early  ex¬ 
plorers.  The  Indians.  The  Northmen.  The  Mound  Builders. 
The  discovery  of  Florida  and  the  fountain  of  youth.  First 
view  of  the  Pacific.  First  voyage  around  the  world.  Discovery 
of  the  Mississippi.  Cortez  and  Montezuma.  Sir  Walter  Raleigh 
and  his  fate.  Captain  John  Smith.  Pocahontas.  The  May¬ 
flower.  The  Pilgrims.  Miles  Standish.  The  Negro  in  Vir¬ 
ginia.  A  Class:  Salem  Witchcraft.  Rogers  Williams.  The 
Quakers.  William  Penn.  Massasoit.  Pequods.  The  Burning 
of  Acadia.  Washington  and  Dinwiddie.  Braddock’s  defeat. 
The  Charter  Oak.  The  Boston  Tea  Party.  The  Stamp  Act. 
Battle  of  Lexington.  Minute  Men.  Patrick  Henry.  Paul  Re¬ 
vere  ’s  Ride.  The  Declaration  of  Independence.  Revolutionary 
War.  Liberty  Bell.  Continental  Congress.  George  Washing¬ 
ton.  The  Civil  War.  Negro  Slavery.  Emancipation  Procla¬ 
mation.  Abraham  Lincoln. 

Physiology. — Overton’s  Intermediate  Physiology  to  be 
used  and  completed  as  a  supplementary  reader. 

Nature  Study. — First  Semester:  Ferns.  Mollusks;  life 
history,  habits,  relation  to  man,  structure,  classification.  Same 


PRESCOTT  ARIZONA 


27 


with  corals,  star  fish  and  sea  urchins.  Falling  and  coloring  of 
leaves.  Common  minerals.  Gravitation.  Pendulum  and  clock. 
Properties  of  matter.  Second  Semester:  Pressure  of  liquids. 
Hydraulic  elevator.  Specific  gravity.  Pressure  of  gases.  Pump. 
Barometer.  Trees.  Roots,  stems  and  leaves.  Horsetails 
(Equiseta).  General:  Systematic  weather  record  during  the 
year.  Measurement  and  record  of  positions  and  movements  of 
sun,  and  the  movements  and  phases  of  the  moon. 

Music. — As  directed  by  the  music  teacher.  The  Modern 
Music  readers,  published  by  Silver,  Burdett  &  Co.,  are  used. 
The  district  has  a  supply  of  these  texts,  which  pupils  use 
without  cost. 

Drawing. — Teacher  will  study  pages  49-62  in  the  Course 
of  Study  for  Prang’s  New  Text  of  Art  Education,  in  connection 
with  Eclectic  Drawing  Book  No.  3.  Paper  and  pencils  are  fur¬ 
nished  the  pupil  by  the  district.  Pupils  have  the  reference 
use  of  the  Prang  Art  Texts  with  which  the  school  is  supplied. 

Manual  Training. — Sewing  for  Girls:  Straightening  ma¬ 
terial  by  thread,  turning  and  basting  hem,  feather  stitching; 
making  waist  protectors.  French  seaming,  flat  felling,  gather¬ 
ing,  hemming;  making  small  garments.  Napery  hemming; 
making  towels.  Miter  corner  and  square  corner  in  paper. 
Mending;  patches — overhand  patch,  flannel  patch,  hemmed 
patch;  darns — on  henrietta  with  silk  and  with  threads  of  ma¬ 
terial,  straight  darn,  bias  darn,  three-cornered  tear,  darn  with 
patch  underneath.  Wood  Work  for  Boys.  Problems:  book 
rack,  tabourette,  breadboard,  towel  roller,  special  problems 
selected  by  pupil,  with  approval  of  the  instructor.  Principles : 
Joints,  additional  to  above,  halved  joint,  half  lap  joint.  Discus¬ 
sion:  Construction  and  use  of  tools;  materials,  their  sources 
and  costs ;  finishes,  different  kinds,  where  used,  reasons.  Draw¬ 
ing:  Of  objects  to  be  made  and  designs  to  be  used. 

SIXTH  YEAR 

The  pupil  should  have:  Sprague's  Fifth  Reader ,  70c; 
Roudebush's  Vertical  Writing  Book *  A Jo.  2,  10c;  White's 
Nerv  Complete  Arithmetic ,  70c;  Stoddard's  New  Intellec¬ 
tual  Arithmeticy  45c;  Sheldon's  Primary  Language  Lessons , 
40c;  Natural  Elementary  Geography ,  65c;  Modern  Spelling 


28 


PUBLIC  SCHOOLS 


Book ,  25c;  Montgomery’s  Beginner’s  American  History ,  60c; 
Overton’s  Applied  Physiology ,  Intermediatey  55c;  Eclectic 
Industrial  Drawing  Book ,  TVo.  20c;  Water  color  box  and 
brushes ,  Prang’s  No.  /,  recommended ,  25c;  Dictionary , 
Webster’s  Grammar  or  other  good  edition;  Tablet ,  as  directed. 


Reading. — Sprague’s  Fifth  Reader  begun  and  completed. 

Writing. — The  Writing  Book  as  directed.  The  teacher 
should  see  that  all  written  exercises  are  carefully  done,  and 
should  see  that  margins  and  paragraphing  are  neat. 

Arithmetic. — B  Class :  Commence  at  first  of  complete 
Arithmetic.  Insist  upon  accurate  definitions,  and  correct  use 
of  terms.  Teach  numeration  to  six  periods.  The  local  value  of 
figures.  Practice  adding  long  columns.  Write  numbers  in 
the  Roman  notation.  Drill  for  accuracy  and  speed  in  addi¬ 
tion.  Teach  proof  in  subtraction.  Multiplication  and  divis¬ 
ion.  Learn  methods  of  proof.  How  to  divide  and  multiply 
by  10,  100,  etc.,  also  by  other  numbers.  Show  that  multiplier 
and  divisor  are  abstract  numbers.  Properties  of  numbers ; 
cancellation.  Factoring,  greatest  common  divisor,  least  com¬ 
mon  multiple.  See  that  pupils  understand  the  difference  be¬ 
tween  divisor  and  multiple.  Determine  at  sight  all  prime 
numbers  to  100.  Teach  how  to  find  G.  C.  D.  and  L.  C.  M.  by 
factoring  only.  Show  difference  in  selecting  factors  for  G.  C. 
D.  and  L.  C.  M.  Introduce  and  use  Stoddard’s  New  Intellec¬ 
tual  Arithmetic  in  connection  with  the  complete  Arithmetic. 
During  the  recitation  in  Mental  Arithmetic,  the  pupil  should 
not  be  allowed  the  open  text.  A  Class:  Reduction  of  denom¬ 
inate  numbers.  Have  tables  and  abbreviations  mastered. 
Teach  the  common  units  of  different  measures.  Show  that  the 
multipliers  and  divisors  used  in  reduction  are  abstract.  Re¬ 
quire  pupils  to  mark  denominations  in  their  processes  of  re¬ 
duction.  Teach  board  measure.  Addition,  subtraction,  multi¬ 
plication,  division  of  denominate  numbers.  Longitude  and 
time.  See  that  the  pupil  has  a  clear  conception  of  latitude 
and  longitude.  Compare  time  east  with  time  west.  Standard 
time.  Carpeting  floors  and  papering  walls.  Addition  and  sub¬ 
traction  of  common  fractions.  Definitions  thoroughly  learned. 
Much  practice  in  all  processes.  Require  pupils  to  find  L.  C.  D. 
by  inspection  when  numbers  are  not  too  large.  In  addition 


PRESCOTT  ARIZONA 


29 


and  subtraction  of  mixed  numbers,  require  pupils  to  use  them 
as  mixed  numbers  instead  of  reducing  to  improper  fractions; 
write  in  columns  same  as  whole  numbers.  Multiplication  and 
division  of  common  fractions.  Compare  effects  of  multiplying 
and  dividing  the  numerator  by  the  same  number;  same  with 
the  denominator;  same  with  both  terms.  Show  how  a  fraction 
may  be  multiplied  or  divided.  Simplify  the  statement  of  a 
complex  fraction  by  expressing  it  with  the  division  ("*•).  Re¬ 
view  fractions. 

Language. — B.  Class:  Much  written  work  as  suggested 
in  fourth  year  outline.  Advance  from  page  85  to  page  126  in 
Sheldon’s  Primary  Language  Lessons.  A  Class:  Continue 
written  work.  Complete  text  and  review. 

Geography.— B  Class :  Review  map  of  United  States  as  a 
whole.  Review  map  of  Arizona  and  county  map.  Canada, 
Alaska,  Newfoundland,  Mexico,  West  Indies;  location, 
boundaries,  to  what  country  it  belongs,  political  divisions, 
principal  productions,  principal  rivers,  mountains,  cities,  in¬ 
habitants.  Questions  on  map.  Map  drawing.  Oral  instruction. 
General  review  of  North  America.  South  America.  Position, 
form,  natural  boundaries,  surface,  drainage,  climate,  produc¬ 
tions,  occupations,  political  divisions,  capitals,  metropolises. 
Questions  on  map ;  map  drawing.  A  Class :  Europe.  See  out¬ 
line  for  South  America.  Asia,  Africa,  Oceania;  see  outline  for 
South  America. 

Spelling.— B  Class:  Drill  on  difficult  words  in  all  other 
lessons.  Pages  83  to  100  in  Speller.  Review  the  sounds  and 
markings  of  some  one  vowel  or  of  the  consonants  each  month. 
Teach  the  proper  use  of  the  hyphen  in  compound  words. 
Classify  words  as  simple,  compound;  primitive,  derivative. 
Encourage  the  pupil  to  use  his  dictionary  intelligently.  The 
following  rules  with  much  practice  on  their  application : 

(1)  Rule  for  final  e. 

(2)  Rule  for  doubling  final  consonant. 

(3)  Rules  for  formation  of  plurals.  A  Class:  Continue 
the  work  of  the  B  Class.  Pages  100-116  in  Speller.  Prefixes, 
suffixes,  abbreviations,  synonyms.  The  following  additional 
rules : 

(4)  Words  formed  from  full  used  as  a  suffix. 

(5)  Words  formed  from  ment  used  as  a  suffix.  (Four 
exceptions.) 


30 


PUBLIC  SCHOOLS 


(6)  When  a  suffix  is  added  to  a  word  ending  in  y  preceded 
by  a  consonant,  the  y  is  changed  to  i.  Note  exceptions. 

History. — Begin  and  complete  Montgomery’s  Beginner’s 
American  History.  Note  that  in  the  outline,  and  in  the  text, 
the  facts  are  grouped  about  the  lives  of  prominent  Americans, 
the  work  being  entirely  biographical.  B  Class:  Columbus,  the 
Cabots,  Balboa,  Ponce  de  Leon,  De  Soto,  Sir  Walter  Raleigh, 
Capt.  John  Smith,  Henry  Hudson,  Miles  Standish,  Lord  Balti¬ 
more,  Roger  Williams,  King  Philip,  William  Penn,  Franklin, 
George  Washington,  Daniel  Boone,  Robertson,  Sevier,  Gen. 
Clark.  A  Class:  Putnam,  Whitney,  Jefferson,  Fulton,  Har¬ 
rison,  Jackson,  Morse,  Houston,  Gray,  Lincoln,  and  leading  gen¬ 
erals  and  statesmen  since  Civil  war. 

Physiology. — B  Class:  First  half  of  Overton’s  Inter¬ 
mediate  Physiology  to  be  studied  and  recited  as  a  text,  thus 
expanding  the  work  of  the  fifth  year.  A  Class:  Study  and 
recite  last  half  of  the  text. 

Nature  Study. — First  Semester :  Flowers  and  fertilization. 
Ferns.  Family  characteristics  of  flowering  plants.  Dissemina¬ 
tion  of  seeds.  Preparation  of  plants  for  winter.  Arthropods 
and  worms ;  life  history,  habits,  relation  to  man,  structure  and 
classification,  with  supplementary  reading.  Sculpturing  of 
earth’s  surface  by  water,  air  and  ice.  Coal;  occurrence,  forma¬ 
tion,  properties,  varieties,  mining,  transportation,  uses. 
Second  Semester:  Gravitation,  capillarity,  osmosis,  properties 
of  matter.  Mechanics ;  levers,  pulleys,  wheel  and  axle,  inclined 
planes,  machinery.  Buds.  Horsetails  (Equiseta).  Tree  flow¬ 
ers.  Flowers  and  fertilization.  Family  characteristics.  Birds ; 
life  history,  relation  to  environment  (habits,  food,  movements), 
relation  to  man  and  comparison,  classification,  and  related 
forms.  General :  The  earth  and  its  real  relations  to  sun,  moon, 
and  to  other  planets.  Recognition  of  constellations  Great 
Dipper,  Orion,  Cassiopeia;  of  the  stars  Polaris,  Sirius,  Aldeb- 
aran,  Capella,  Vega;  and  of  the  planets  visible  in  the  early 
evening. 

Music. — As  directed  by  the  music  teacher.  The  Modern 
Music  readers,  published  by  Silver,  Burdett  &  Co.,  are  used. 
The  district  has  a  supply  of  these  texts,  which  pupils  use  with¬ 
out  cost. 

Drawing. — Teacher  will  study  pages  63-77  in  the  Course  of 
Study  for  Prang’s  New  Texts  of  Art  Education,  in  connection 


PRESCOTT  ARIZONA 


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with  Eclectic  Drawing  Book  No.  4.  Paper  and  pencils  are 
furnished  the  pupil  by  the  district.  Pupils  have  the  reference 
use  of  the  Prang  Art  Texts  with  which  the  school  is  supplied. 

Manual  Training. — Sewing  for  Girls:  Basting,  combina¬ 
tion  stitching,  overcasting,  turning  hem,  hemming;  making 
bags.  Use  and  care  of  machine;  making  fancy  aprons  and 
easy  garments.  Papers  written  on  silk  manufacture,  thimbles, 
needles,  etc.  Wood  Work  for  Boys:  Problems:  tabourette, 
stand  table,  picture  frame,  specimen  case,  Roman  chair,  lamp 
stand.  Principles:  review  of  previous  principles,  bevel  butt 
joint,  dowel  joint,  miter  joint.  Discussion  and  drawing,  as  in 
fifth  year. 


SEVENTH  YEAR 

The  pupil  should  have:  Progressive  Fifth  Reader ,  65c; 
Roudebush's  Vertical  Writing  Book ♦  No.  3,  10c;  White's 
New  Complete  Arithmetic ,  70c;  Stoddard's  New  Intellectual 
Arithmetic ,  45c;  Sheldon's  Advanced  Language  Lessons ,  70c; 
Natural  Advanced  Geography ,  $1.40;  Modern  Spelling 
Book »  25c;  Montgomery's  Leading  Facts  in  American  His¬ 
tory,  $1 .00;  Eclectic  Industrial  Drawing  Book »  No.  5,  20c; 
W ater  Color  Box  and  Brushes ,  Prang's  No.  /,  recommended , 
25c;  Dictionary ,  Webster's  Grammar  School  or  other  good 
edition;  Tablet ,  as  directed. 


Reading. — The  Progressive  Fifth  Reader. 

Writing. — The  Writing  Book  as  directed.  The  teacher 
should  see  that  all  written  exercises  are  carefully  done,  and 
should  see  that  margins  and  paragraphing  are  neat. 

Arithmetic. — B  Class:  Review  common  fractions.  Deci¬ 
mal  fractions.  Require  all  definitions  and  principles  to  be 
thoroughly  learned.  Train  pupils  to  tell  what  they  do,  and  why 
they  do  it.  Ratio,  simple  proportion,  compound  proportion. 
Show  that  when  any  three  terms  of  a  proportion  are  given  the 
fourth  can  be  found.  In  compound  proportion  train  the  pupil 
to  reason  from  what  was  done  to  what  is  proposed  to  be  done. 
Percentage,  profit  and  loss.  Insurance,  customs  or  duties,  capi¬ 
tal  and  stocks,  taxes.  In  all  this  work  bring  illustrations  and 
problems  as  near  home  as  circumstances  will  permit.  A  Class : 


32 


PUBLIC  SCHOOLS 


Interest ;  simple,  compound,  and  annual.  Partial  payments. 
True  and  bank  discount,  bonds  and  exchange.  Give  practical 
examples.  Equation  of  payments,  partnership,  average  of  ac¬ 
counts,  brokerage.  Review  the  year’s  work,  giving  especial 
attention  to  subjects  least  understood. 

Grammar. — R  Class:  Composition  Work,  two  lessons  per 
week,  from  such  subjects  as  the  following:  A  letter  to  a  pupil’s 
mother  who  has  been  away  from  home  two  weeks.  An  account 
of  a  social  in  the  neighborhood,  telling  when,  where,  and  why 
it  was  held,  and  how  the  people  were  entertained.  Write  note 
of  invitation  to  a  party  to  be  given  at  your  house  Thanksgiving 
evening.  Write  a  note  accepting  or  declining  invitation — if 
the  latter,  give  reason.  Write  a  page  on  why  I  like  winter  or 
why  I  do  not.  Write  an  account  of  a  visit  to  a  ranch  or  a  mine. 
Retell  a  funny  story  you  have  heard,  keeping  the  amusing  part 
to  the  last.  What  I  saw  on  my  way  to  school.  Write  a  descrip¬ 
tion  of  the  school  house,  so  that  a  person  who  had  never  seen 
it  would  have  an  intelligent  idea  of  it.  Write  a  letter  to  a 
friend,  asking  him  to  write  you  a  letter  of  recommendation. 
Write  a  description  of  some  domestic  animal  at  your  home  or 
at  your  neighbor’s.  Technical  Grammar:  Drill  pupils,  com¬ 
petitively,  if  desired,  by  having  them  take  words  consecutively 
in  paragraphs  from  reader  or  elsewhere,  and  tell  what  part  of 
speech  each  is  and  give  its  construction.  Repeat  this  exercise 
frequently  throughout  the  year.  Train  pupils  in  the  use  of  the 
index  of  the  text  (Sheldon’s  Advanced  Language  Lessons)  so 
they  may  be  able  of  themselves  to  find  all  the  text  may  say  on 
any  particular  subject.  Have  them  preserve  briefly  and  in  an 
orderly  manner  the  results  of  their  development  of  the  science 
of  grammar.  Sentences;  define.  Subject  and  predicate. 
Classify  with  respect  to  use;  to  form.  The  noun.  Common 
nouns ;  class,  abstract,  collective,  verbal.  Proper  nouns.  Study 
properties  of  nouns  and  give  special  attention  to  construction 
and  case.  The  verb.  Regular,  irregular.  Transitive,  intransi¬ 
tive,  copulative.  Learn  list  of  copulative  verbs.  Study  parti¬ 
ciples  and  learn  the  participles  of  a  transitive  verb ;  of  an  in¬ 
transitive  verb.  Study  voice  and  mode.  Learn  the  list  of 
auxiliaries  and  study  their  uses.  Note  especially  the  correct 
use  of  may,  can ;  shall,  will ;  should,  would.  Tense ;  how  each 
tense  is  formed.  Person  and  number.  Note  change  for  third 
person  singular  and  for  solemn  style.  Conjugate  the  verbs,  be, 


PRESCOTT  ARIZONA 


33 


go,  see.  A  Class. — Composition  Work,  two  lessons  per  week 
from  such  subjects  as  these :  A  letter  to  some  boy  or  girl  about 
some  particular  event.  A  brief  business  letter  to  John  Doe  ask¬ 
ing  for  $50.00  past  due.  A  newspaper  account  of  a  runaway 
telling  only  the  things  the  people  want  to  know.  Write  applica¬ 
tion  for  a  position  as  clerk  to  William  Doe,  Phoenix,  Arizona, 
stating  your  experience  and  other  qualifications.  Write  a 
description  of  any  game  you  play  at  school  so  that  one  who  is 
unacquainted  with  the  game  will  understand  it.  Write  a 
description  of  some  character  in  a  book  you  have  read.  Bene¬ 
fits  of  examinations.  Reproduce  in  writing  a  short  conversa¬ 
tion  you  have  heard  which  amused  you;  paragraph  and  quote 
what  each  speaker  said.  Technical  Grammar :  Construe  words 
in  paragraphs  as  suggested  for  the  B  Class.  Continue  the  verb. 
Conjugate:  lie,  sit.  Note  the  corresponding  forms  with  their 
differences  in  meaning  of  the  transitive  verbs,  lay  and  set. 
Define  synopsis.  Make  synopsis  in  full  of  all  verbs  studied. 
Study  emphatic,  progressive,  and  solemn  forms.  Defective  and 
redundant  verbs.  Study  table  of  irregular  verbs.  Review  the 
entire  verb.  Study  pronouns.  Classify.  Note  especially  the 
double  relatives,  the  restrictive  and  explanatory  use  of  rela¬ 
tives  and  the  correct  use  of  pronouns  in  the  predicate.  Study 
adjectives.  Classify.  Study  comparison  and  note  classes  that 
admit  of  comparison.  Study  adverbs,  prepositions,  conjunc¬ 
tions,  and  expletives.  Review. 

Geography. — B  Class:  The  earth  as  a  whole.  Shape  and 
size.  Circles.  Latitude  and  longitude.  Motions  of  the  earth. 
Day  and  night.  Change  of  seasons.  Tropics  and  polar  circles, 
where  located  and  why.  Equinoxes  and  solstices.  Line  of  il¬ 
lumination  shown  on  globe  or  blackboard  at  each  of  the  above 
dates.  Zones.  Divisions  of  land  and  water.  Form  of  the 
same.  Climate.  Winds.  Races  of  men.  Forms  of  government. 
Social  conditions.  Questions  on  maps  of  hemispheres.  North 
America  and  United  States  as  a  whole : 

1.  Position;  form;  size. 

2.  Natural  boundaries. 

3.  Coast  lines — smooth  or  indented;  forms  of  land  and 
water. 

4.  Surface — mountain  systems,  ranges,  peaks,  hills,  trend; 
valleys,  plains,  plateaus. 

5.  Drainage — river  systems,  water  sheds,  basins;  lakes7 
outlets,  inlets. 


34 


PUBLIC  SCHOOLS 


6.  Climate — temperature,  moisture,  elevation,  mountain 
ranges,  location  as  inland  or  seaboard,  winds,  rainfall,  ocean 
currents. 

7.  Productions — animal,  vegetable,  mineral. 

8.  Occupations — agriculture,  stock-raising,  manufacture, 
commerce,  mining,  lumbering,  fishing. 

9.  Political  divisions — boundaries,  highlands  and  lowlands, 
rivers  and  lakes,  coast  line,  principal  cities  and  towns  (noted 
for  what  industries,  what  historical  events),  government,  char¬ 
acteristics  and  social  conditions  of  people. 

10.  Questions  on  map  and  map  drawing. 

In  a  similar  manner  study  the  Northeastern,  Northern, 
Southern,  Plateau,  and  Pacific  Sections  of  the  United  States. 
Associate  Geography  and  History.  Locate  places  mentioned  in 
the  current  news  of  the  day.  A  Class:  Study  in  same  way 
Canada,  Greenland,  Mexico,  and  Central  America;  also,  South 
America  and  each  of  the  countries  of  South  America.  Review, 
including  map  of  the  United  States,  map  of  Arizona  and 
county  map. 

Spelling. — B  Class:  Complete  the  Speller  from  page  116. 
Drill  on  difficult  words  in  all  other  lessons.  Review  the  sounds 
and  markings  of  some  one  vowel  or  of  the  consonants  each 
month;  also  learn  the  names  of  all  the  marks  employed  in 
diacritical  markings.  Define  elementary  sound.  How  many  of 
them?  Classify  them.  Define  letters  and  alphabet.  Distin¬ 
guish  :  capitals,  small  capitals,  small  or  lower  case  letters  (why 
so  called),  Roman,  Italic,  and  script.  Also,  Nonpareil  or  6 
point,  Brevier  or  8  point,  Long  primer  or  10  point,  Pica  or  12 
point,  etc.  Any  interesting  facts  about  the  history  of  our  al¬ 
phabet.  Have  pronouncing  contests  throughout  the  year. 
A  Class :  Review  portions  of  the  Speller  most  needed.  Review 
the  rules  for  spelling  in  the  sixth  year  outline.  Learn  and 
practice  the  following  rules  for  pronunciation : 

(1)  The  letter  u  should  not  be  sounded  as  long  double  o 
(oo)  except  when  immediately  preceded  by  the  sound  of  r,  sh, 
or  zh.  (Exceptions:  sumac,  tulle,  hurrah,  pugh.) 

(2)  A,  constituting  or  ending  an  unaccented  syllable,  is 
short  Italian  a.  (Exceptions:  as  a,  followed  immediately  by  a 
vowel;  aerial,  chaotic,  etc.) 

(3)  E  or  o,  constituting  or  ending  a  syllable,  is  long. 


PRESCOTT  ARIZONA 


35 


(4)  I,  constituting  or  ending  an  unaccented  syllable  not 
initial,  is  always  short. 

(5)  E  before  terminal  n  should  always  be  silent  in  parti¬ 
ciples,  and  also  in  most  other  words ;  as,  given,  taken,  etc.  But 
in  the  following  words,  e  must  be  sounded:  aspen,  chicken, 
gluten,  hyphen,  kitchen,  lichen,  linen,  marten,  mitten,  patten, 
rowen,  sudden.  It  must  also  be  sounded  in  any  word  (not  a 
participle)  in  which  terminal  en  is  immediately  preceded  by  1, 
m,  n,  orr;  as,  women,  Helen,  etc. 

History. — B  Class:  Geographical  ideas  of  the  fifteenth 
century.  Show  what  effect  the  following  had  on  the  discovery 
and  settlement  of  America ;  printing  press ;  revival  of  learning ; 
the  reformation ;  persecution ;  compass  and  astrolabe ;  water 
route  to  India.  Marco  Polo.  Northmen  and  their  discoveries. 
Indians:  clans  and  tribes,  locations,  characteristics,  modes  of 
living.  Mound  builders.  Columbus.  Ferdinand  and  Isabella. 
Compare  the  three  ships  of  Columbus  with  modern  ocean 
steamers.  Discovery  of  the  New  World.  The  several  voyages. 
How  America  was  named.  Leading  Spanish  Explorers;  what 
each  discovered ;  territorial  claims  of  Spain.  Same  with 
France,  England,  Holland.  Show  how  these  claims  overlapped. 
Teach  only  principal  dates  by  association  with  leading  events. 
Locate  all  historical  places  on  the  map.  See  that  the  pupil  has 
access  to  one  or  more  reference  books,  and  interest  him  in  con¬ 
sulting  them.  Early  attempts  at  colonization  by  the  French, 
Spanish,  and  English.  Huguenots.  St.  Augustine  and  Santa 
Fe.  Gilbert  and  Raleigh.  Settlement  of  Virginia.  London 
Company.  Jamestown.  John  Smith.  Culture  of  tobacco.  In¬ 
troduction  of  slavery.  First  legislative  assembly.  New  York. 
The  Dutch.  Henry  Hudson.  Manhattan  Island  and  New  Am¬ 
sterdam.  Patroons.  Peter  Stuyvesant.  The  English.  Duke 
of  York.  Settlement  of  Pennsylvania.  William  Penn.  The 
Quakers.  Boundary  of  Pennsylvania.  Treatment  of  Indians. 
Philadelphia.  New  Hampshire,  Connecticut,  Maryland,  Rhode 
Island,  Delaware,  The  Carolinas,  New  Jersey,  Georgia.  Show 
by  what  class  of  people  settled;  about  what  time;  object  of  set¬ 
tlement  ;  where  first  settlement  was  made ;  government, 
religion,  education,  industries.  A  Class:  Review  and  point 
out  on  map,  French  and  English  territorial  claims.  Note  how 
these  claims  interfered.  King  William’s  War.  Queen  Anne’s 
War.  King  George’s  War.  Causes  in  Europe;  how  brought  to 


36 


PUBLIC  SCHOOLS 


America;  results;  treaties.  French  and  Indian  War.  Causes. 
Braddock’s  defeat.  Fort  Du  Quesne.  Capture  of  Quebec. 
Indian  Allies.  Treaty  of  peace.  What  America  gained  by  the 
War.  Revolutionary  War.  Causes,  direct  and  indirect.  Eu¬ 
ropean  idea  of  a  colony  and  its  usefulness.  Restrictions  in 
manufacture  and  trade.  Taxation  without  representation. 
The  Stamp  Act.  Tax  on  tea.  Boston  Tea  Party.  Boston  Port 
Bill.  Quartering  soldiers.  First  Continental  Congress.  Benja¬ 
min  Franklin.  King  George  III.  Lexington  and  Concord. 
Leading  patriots.  Review  this  period  by  reading  the  Declara¬ 
tion  of  Independence,  calling  attention  to  the  charges  it  makes 
against  the  mother  country,  and  explain  the  grounds  for  those 
charges.  The  Bunker  Hill  Campaign;  evacuation  of  Boston. 
Long  Island  Campaign;  retreat  from  New  York  through  New 
Jersey ;  surprise  at  Trenton.  Brandywine  Campaign ;  Philadel¬ 
phia  captured;  Germantown;  Valley  Forge.  The  Hudson  Cam¬ 
paign;  capture  of  forts  on  Lake  Champlain;  Bennington; 
Burgoyne’s  Surrender.  Arnold’s  treason.  Capture  and  execu¬ 
tion  of  Andre.  Southern  Campaign ;  Marion,  Sumpter,  Pickens. 
Greene ’s  retreat.  Surrender  at  Yorktown.  Independence  won. 
Whigs  and  Tories.  Foreign  aid:  France,  Holland,  Poland. 
Prominent  leaders:  English,  American,  foreigners  assisting 
Americans.  Treaty  of  Peace.  Summarize  important  events. 
Government  after  the  war.  Articles  of  Confederation.  Execu¬ 
tive  business;  how  transacted.  Congress  under  the  Confedera¬ 
tion.  Shay’s  Rebellion.  Slavery.  Free  schools.  Religion. 
The  Constitution;  why  necessary.  Leading  men  of  the  con¬ 
stitutional  convention.  Opposing  views.  Leading  men  for  and 
against  ratification.  Political  parties.  First  presidential  elec¬ 
tion.  Study  the  constitution  of  the  United  States  from  outline 
prepared  by  teacher.  Commit  the  preamble  to  memory.  En¬ 
courage  pupils  to  read  biography  as  one  of  the  best  methods  of 
studying  history. 

Nature  Study. — First  Semester:  Vertebrates;  fishes,  rep¬ 
tiles,  and  mammals :  life,  history,  habits,  relation  to  man,  struc¬ 
ture  and  comparison,  classification  and  related  forms.  Classi¬ 
fication  of  animals.  Iron;  occurrence,  formation,  properties, 
varieties,  mining,  transportation,  manufacture,  uses.  Second 
Semester :  Magnetism  and  electricity.  Germination.  Develop¬ 
ment  and  function  of  root,  stem,  leaf,  and  flower.  Family 
characteristics.  Liverworts.  Algae.  Fungi.  Bacteria.  Class¬ 
ification  of  flowering  and  of  flowerless  plants.  General :  Sys- 


PRESCOTT  ARIZONA 


37 


tematic  weather  record  during  the  year,  including  temperature, 
precipitation,  direction  of  prevailing  wind,  sky,  and  barometer 
reading. 

Music. — As  directed  by  the  music  teacher.  The  Modern 
Music  readers,  published  by  Silver,  Burdett  &  Co.,  are  used. 
The  district  has  a  supply  of  these  texts,  which  pupils  use  with¬ 
out  cost. 

Drawing. — Teacher  will  study  seventh  year  outline  in  the 
Course  of  Study  of  Prang’s  New  Text  of  Art  Education,  in  con¬ 
nection  with  Eclectic  Drawing  Book  No.  5.  Paper  and  pencils 
are  furnished  the  pupil  by  the  district.  Pupils  have  the  refer¬ 
ence  use  of  the  Prang  Art  Texts  with  which  the  school  is 
supplied. 

Manual  Training. — Sewing  for  Girls:  Basting,  combina¬ 
tion  stitching,  overcasting,  overhanding,  basting  a  hem,  chain 
stitching ;  making  duster  bags  and  dusters.  French  seam,  but¬ 
ton  holes,  sewing  on  buttons,  machine  work  in  making  gar¬ 
ments.  Papers  on  sewing  machines.  Wood  Work  for  Boys: 
Problems:  comb  and  brush  case,  plate  rack,  table,  chair,  hall 
tree.  Principles :  joints  same  as  sixth  grade,  but  more  accurate 
work.  Discussion:  composition,  construction,  comparison  of 
tools;  tool  action,  care,  sharpening  as  in  knife,  chisel,  plane 
blade;  composition  of  paints,  stains,  varnishes,  adaptability; 
harmonious  effect  in  house  furnishings,  etc.  Drawing:  work¬ 
ing  drawings  for  problems  and  designs;  introduction  of  me¬ 
chanical  drawing. 

EIGHTH  YEAR 

The  pupil  should  have:  Riverside  Literature  Classics, 
as  directed ;  White's  New  Complete  Arithmetic,  70c;  Stod¬ 
dard's  New  Intellectual  Arithmetic,  45c;  Sheldon's  Advanced 
Language  Lessons ,  70c;  Natural  Advanced  Geography, 
$1 .40;  Montgomery's  Leading  Facts  in  American  History, 
$1 .00;  Modern  Spelling  Book ,  25c;  Stowell's  Essentials  of 
Health ,  85c;  Eclectic  Industrial  Drawing  Book *  No.  6,  20c; 
Water  Color  Box  and  Brushes,  Prang's  No.  1 ,  recommended, 
25c;  Roudebush's  Vertical  Writing  Book ,  No.  3,  10c;  Dic¬ 
tionary,  Webster's  Grammar  School,  or  other  good  edition; 
Tablet,  as  directed. 


38 


PUBLIC  SCHOOLS 


Reading. — Classics,  as  directed. 

Writing. — The  Writing  Book,  as  directed.  The  teacher 
should  see  that  all  written  exercises  are  carefully  done,  and 
should  see  that  margins  and  paragraphing  are  neat. 

Arithmetic. — B  Class:  Involution,  square  and  cube  root. 
Arithmetical  and  geometrical  progressions.  Make  problems  in 
which  any  three  of  quantities  considered  in  the  progressions 
are  given  and  require  pupils  to  find  the  other  two.  Demand 
proof,  using  written  series.  Measurements  of  surfaces.  Master 
definitions  and  terms.  Find  areas  of  squares,  rectangles, 
circles,  etc.  Find  length  of  lines,  such  as  base,  perpendicular, 
hypothenuse,  circumference,  diameter,  radius,  etc.  Train 
pupils  to  reason  out  rules  for  themselves,  so  they  may  become 
independent  of  their  memorization.  Measurements  of  solids. 
Find  solid  contents  of  parallelopipeds,  cylinders,  cones,  pyr¬ 
amids,  spheres,  etc.  Find  areas  of  same.  A  Class:  Measure¬ 
ments  of  bins,  tanks,  cisterns.  Practical  problems.  Carpeting, 
papering,  plastering  rooms.  Government  land  surveys.  Meas¬ 
urement  of  lumber,  stone,  brick  and  grain.  Business  forms. 
Teach  the  form  and  explain  the  use  of:  receipts  in  full;  re¬ 
ceipts  on  account ;  negotiable  notes ;  bank  drafts ;  bank  checks ; 
certificates  of  deposit ;  county  and  city  warrants  on  treasurer ; 
how  to  endorse  a  note,  a  draft,  a  check;  meaning  of  debit  and 
credit.  Review. 

Grammar. — B  Class:  Study  technical  grammar  this  year 
in  earnest.  Use  method  described  in  the  seventh  year  outline 
for  technical  grammar.  Drill  pupils,  competitively,  if  desired, 
by  having  them  take  words  consecutively  in  paragraphs  from 
the  reader  or  elsewhere,  and  tell  what  part  of  speech  each  is 
and  give  its  construction.  Repeat  this  exercise  frequently 
throughout  the  year.  Review  cases  of  nouns  and  pronouns. 
Study  declensions.  Review  the  whole  of  the  verb.  Conjugate 
a  few  irregular  verbs  with  three  unlike  principal  parts  and  note 
their  uses.  Practice  making  written  synopses.  Review  the 
adverb.  Analyze  and  diagram  sentences.  Study  classification 
of,  according  to  use.  Search  readers  and  text  books  until  class¬ 
ification  is  easy  to  pupils.  Classify  as  to  form.  Study  complex 
sentences  carefully.  Subordinate  propositions  are  joined  to 
principal  propositions  by  four  classes  of  words.  Review  classes 
of  conjunctions.  Define  subordinate  element.  Three  classes  of 


PRESCOTT  ARIZONA 


39 


modifiers — objective,  adjective,  adverbial.  Independent  ele¬ 
ments.  Three  forms  of  modifiers — word,  phrase,  clause.  De¬ 
fine  each.  Phrases  are  substantive  (subject,  predicate  or  ob¬ 
ject),  adjective,  or  adverbial.  Clauses  are  principal  or  subordi¬ 
nate.  Subordinate  clauses  are  substantive  (subject,  predicate 
or  object),  adjective  (relative  or  appositive),  adverbial.  Study 
elements,  as  simple,  complex,  compound.  Compare  and  classify 
same  in  reading  lessons.  Study  contracted  sentences.  Abridged 
propositions.  A  Class:  Construe  words  in  paragraphs,  as  sug¬ 
gested  for  the  B  Class.  Study  all  rules  and  notes  for  construc¬ 
tion  of  nouns.  Same  for  pronouns,  adjectives  and  verbs.  Teach 
correct  forms  where  errors  are  apt  to  be  made ;  as  in  predicate- 
nominative,  objective  in  apposition,  objective  form  of  inter¬ 
rogative  and  relative  pronouns,  position  of  relatives,  of  preposi¬ 
tions,  parts  of  the  infinitive,  number  of  pronouns,  and  forms  of 
verbs  to  agree  with  two  or  more  subjects,  etc.  Study  rules  for 
construction  of  adverbs,  prepositions  and  conjunctions.  An¬ 
alyze  and  write  neatly  in  diagrams  well  selected  sentences. 
Lists  of  words  used  as  different  parts  of  speech.  Study  punc¬ 
tuation  on  this  plan:  Have  pupils  read  carefully  all  the  rules 
and  notes  in  the  grammar  for  the  use  of  the  comma.  When  the 
class  is  called,  have  pupils  bring  readers,  and  with  the  book 
open,  endeavor  to  find  and  state  a  reason  for  the  use  of  every 
comma  found;  same  with  all  other  marks.  Same  with  figures 
of  speech.  Make  a  brief  study  of  prosody,  kinds  of  verse, 
stanza,  poetic  feet.  Learn  what  is  meant  by.  long,  and  short 
meter.  Review. 

Geography. — B  Class:  Eurasia,  map  study.  Europe  (fol¬ 
low  outline  for  North  America  in  seventh  year).  Northern  coun¬ 
tries  of  Europe.  Southern  countries  of  Europe.  A  Class :  Asia. 
Special  attention  to  India,  China,  Japan  and  Siberia.  Follow 
outline  for  North  America.  Africa.  Special  attention  to  Egypt, 
the  Sahara,  the  Transvaal,  and  the  Congo  Free  States.  Re¬ 
sults  of  recent  explorations.  Railroads.  Cairo  and  Cape  Town. 
Questions  on  maps.  Oceanica.  Special  attention  to  Australia, 
New  Zealand,  Hawaiian  Islands  and  the  Philippines.  Review. 

Spelling. — B  Class :  Drill  on  Spelling  book  as  a  whole  dur¬ 
ing  the  eighth  year,  and  spell  difficult  words  in  all  other  lessons. 
The  following  rules  for  pronunciation : 

(6)  E  before  terminal  1  should  usually  be  sounded;  as, 
level,  bevel,  nickel,  etc.  But  in  the  following  words  the  e 


PUBLIC  SCHOOLS 


40 


should  not  be  sounded ;  betel,  chattel,  drivel,  easel,  grovel,  hazel, 
mangel-wurzel,  mantel,  mussel,  navel,  ravel,  shekel,  shovel, 
shrivel,  snivel,  swingel,  swivel,  teazel,  weasel,  and  their 
derivatives. 

(7)  In  all  but  the  following  words,  i  before  terminal  1  or  n, 
must  be  sounded;  devil,  evil,  weevil,  basin,  cousin,  raisin. 
(The  i  is  sounded,  e.  g.,  in  Latin,  satin,  anvil,  council, 
coffin,  etc.) 

(8)  The  eight  words:  bath,  cloth,  lath,  moth,  mouth,  oath, 
path,  wreath,  and  these  only,  require  sonant  ths  in  the  plural. 

(9)  0  in  a  final  unaccented  syllable  ending  in  a  consonant, 
frequently  verges  towards  the  sound  of  short  u ;  as  in :  custom, 
felon,  bigot,  bishop,  method,  carol,  Briton.  But  it  has  its  regu¬ 
lar  short  sound  in  pentagon,  hexagon,  octagon,  etc.  When, 
however,  the  termination  on,  is  immediately  preceded  by  c,  ck, 
s,  or  t,  the  o  is  commonly  suppressed  (examples:  bacon,  reckon, 
lesson,  button). 

(10)  Too  much  stress  upon  unaccented  syllables  should  be 
avoided.  A  Class :  Have  pupils  review  and  learn  all  rules  and 
terms  in  the  outlines  of  previous  years  for  the  subject  of  spell¬ 
ing.  Review  all  sounds  and  diacritical  markings.  Drill  on  the 
pronunciation  of  words  liable  to  be  mispronounced. 

History  and  Civil  Government. — B  Class:  Washington’s 
administration.  Organization  of  National  government.  Seat 
of  government.  Vice-president,  how  chosen.  Cabinet,  how 
many  members.  Hamilton’s  financial  policy.  Jay’s  treaty. 
Indian  troubles.  Minister  Genet.  Whisky  insurrection.  New 
States  admitted.  Washington’s  farewell  address. 

John  Adams.  President  and  Vice-president  of  different 
political  parties;  explain.  Alien  and  sedition  laws.  Trouble 
with  Prance.  Napoleon  Bonaparte.  Death  of  Washington. 
Washington  City  made  capital. 

Jefferson.  Elected  by  house  of  representatives.  Why? 
Louisiana  purchase.  Trouble  with  the  Barbary  States.  North¬ 
west  Territory.  Steamboat  invented.  Duel  and  treason. 
Embargo  Act. 

Madison.  War  of  1812.  Causes.  Campaigns.  Burning  of 
Washington.  “The  Star  Spangled  Banner.”  Tecumseh.  Bat¬ 
tle  of  New  Orleans.  Treaty  of  Peace.  Results  of  the  War. 

Monroe.  Missouri  Compromise.  Purchase  of  Florida.  Ma- 


PRESCOTT  ARIZONA 


41 


son  and  Dixon’s  line.  Monroe  doctrine.  Seminole  war.  La- 
Fayette’s  visit.  Henry  Clay. 

John  Quincy  Adams.  How  elected  and  why.  Protective 
tariff.  Death  of  Jefferson  and  John  Adams.  Fourth  of  July. 
Internal  improvements. 

Jackson.  Black  Hawk  war.  Seminole  war.  Indian  Ter¬ 
ritory.  Tariff  and  nullification.  National  Bank.  Veto  power. 
France.  Webster.  Calhoun. 

Van  Buren.  Sub-treasury  bill.  Financial  panic  of  1837. 
Slavery.  Abolitionists.  Queen  Victoria. 

Harrison.  Death  of  president.  Inauguration  of  Tyler. 
National  Bank.  Webster-Ashburton  treaty.  Resignation  of 
Cabinet.  Annexation  of  Texas. 

Polk.  Mexican  War.  Causes.  Results.  Wilmot  Proviso. 
Discovery  of  gold.  “Fifty-four,  forty,  or  fight.” 

Taylor.  Death  of  president.  Fillmore  inaugurated.  Omni¬ 
bus  bill.  Fugitive  Slave  Law.  Underground  railroad.  Free 
soil  party. 

Pierce.  Gadsden  purchase.  Kansas-Nebraska  bill.  “Squat¬ 
ter  Sovereignty.”  Border  ruffians.  Stephen  A.  Douglas.  John 
Brown. 

Buchanan.  Dred  Scott  decision.  John  Brown’s  raid. 
Acts  of  Secession.  Star  of  the  West.  The  Lincoln  and  Douglas 
campaign.  Election  of  Lincoln. 

Abraham  Lincoln.  New  party  in  power.  Secession  of 
eleven  states.  Civil  war.  Causes:  slavery;  the  doctrine  of 
states’  rights;  John  Brown’s  raid;  election  of  Lincoln;  firing 
upon  Fort  Sumpter.  Mistakes  of  southern  leaders:  That  the 
North  would  not  fight;  that  all  the  slave  states  would  secede; 
that  help  would  come  to  them  from  the  North ;  that  they  would 
receive  foreign  help.  Review  the  administrations  frequently. 

Civil  government.  The  family.  School  district.  Civil 
district.  The  state.  Form  of  government.  Legislative,  execu¬ 
tive,  and  judicial  departments.  A  Class :  Lincoln ’s  administra¬ 
tion  continued.  Call  for  troops.  Battle  of  Bull  Run.  Blockade 
of  southern  ports.  The  Trent  affair.  The  Merrimac  and  Moni¬ 
tor.  Forts  Henry  and  Donelson.  Battle  of  Shiloh.  New  Or¬ 
leans  captured.  Efforts  to  open  the  Mississippi.  Army  of  the 
Potomac.  Battle  of  Fair  Oaks.  Seven  Days’  Battle.  Second 
Bull  Run.  Antietam.  Emancipation  Proclamation.  Reverses 
of  Fredericksburg  and  Chancellorsville.  Thirteenth  Amend- 


PUBLIC  SCHOOLS 


42 


ment.  See  that  the  pupils  have  a  good  acquaintance  with  all 
leading  characters,  civil  as  well  as  military,  and  that  they  com¬ 
prehend  the  objective  point  in  each  great  movement  of  the  war. 
The  Gettysburg  campaign.  Fall  of  Vicksburg.  Opening  of  the 
Mississippi.  Chickamaugua.  Grant  made  lieutenant-general. 
Capture  of  Atlanta  and  march  to  the  sea.  Battle  of  the  Wilder¬ 
ness.  Lee’s  surrender  at  Appomattox.  Assassination  of  Lin¬ 
coln.  Andrew  Johnson  inaugurated.  The  army  disbanded. 
Cost  of  the  war.  Results  of  the  war.  Reconstruction.  Four¬ 
teenth  amendment.  Freedmen’s  bureau.  Impeachment  of  the 
president.  The  French  in  Mexico.  Alaska.  Atlantic  cable. 
Review  the  Civil  War,  by  campaigns  and  locate  movements  on 
map.  Arizona  organized. 

Grant’s  administration.  Alabama  claims  and  Geneva 
award.  Pacific  railway.  Indian  troubles.  Horace  Greeley. 
Fifteenth  amendment.  Centennial  exposition.  Electoral  com¬ 
mission. 

Hayes.  Resumption  of  specie  payment.  Chinese  immigra¬ 
tion. 

Garfield.  Star  routes.  Assassination.  Inauguration  of 
Arthur.  Standard  time.  Yorktown  centennial. 

Cleveland.  Interstate  commerce.  Free  Trade.  An¬ 
archists. 

Harrison.  McKinley  bill.  Reciprocity.  Blaine.  Colum¬ 
bian  exposition. 

Cleveland.  World’s  Fair.  New  Tariff.  Income  tax.  Sil¬ 
ver  agitation.  Bond  issues.  Venezuelan  difficulties.  Utah  ad¬ 
mitted. 

McKinley.  Hawaii  annexed.  Klondike  excitement.  War 
with  Spain.  War  in  the  Philippines. 

Roosevelt.  Current  events  of  national  interest.  Review 
administrations. 

Civil  Government.  Necessity  of  Government.  Justice. 
Law  and  liberty.  Parties  and  party  machinery.  Legislation. 
Revenue  and  Taxation.  Brief  study  of  the  Constitution  of  the 
United  States.  Government  of  Territories  of  the  United  States. 
Organic  Act  of  Arizona.  Review. 

Physiology. — B  Class:  Chapters  I-XVT  of  Stowell’s  Es¬ 
sentials  of  Health.  A  Class:  Chapters  XVII-XXXV. 

Nature  Study. — First  Semester:  Intensive  study  of  sev¬ 
eral  plants,  such  as  corn  and  flax,  emphasizing  morphology, 


PRESCOTT  ARIZONA 


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structure  and  classification  and  relation  to  man  (cultivation, 
processes  of  manufacture,  importance  in  commerce,  etc.). 
Sound  and  light.  Second  Semester :  Birds,  dwelling  on  econo¬ 
mic  aspects,  and  literature  on,  identification  by  markings,  song, 
flight,  and  on  classification.  Oxygen,  hydrogen,  nitrogen,  car¬ 
bon,  the  chlorine  group,  sulphur,  several  metals,  and  some  im¬ 
portant  compounds  of  these.  General:  Observation,  measure¬ 
ment  and  record  of  movements  of  two  stars,  two  planets,  and 
two  constellations  during  the  year.  Recognition  of  stars  and 
constellations,  as  in  the  sixth  grade. 

Music. — As  directed,  by  the  music  teacher.  The  Modern 
Music  readers,  published  by  Silver,  Burdett  &  Co.,  are  used. 
The  district  has  a  supply  of  these  texts,  which  pupils  use  with¬ 
out  cost. 

Drawing. — Teacher  will  study  eighth  year  outline  in  the 
Course  of  Study  for  Prang’s  New  Text  of  Art  Education,  in 
connection  with  Eclectic  Drawing  Book  No.  6.  Papers  and 
pencils  are  furnished  the  pupil  by  the  district.  Pupils  have 
the  reference  use  of  the  Prang  Art  Texts,  with  which  the 
school  is  supplied. 

Manual  Training. — Sewing  for  Girls.  Turning  hems,  hem¬ 
ming,  gathering  and  stroking  gathers,  putting  on  bands ;  mak¬ 
ing  bib  aprons.  Hand  and  machine  work  and  the  use  of  at¬ 
tachments  in  making  undergarments.  Making  plain  shirt 
waists  from  patterns.  Wood  Work  for  Boys.  Problems:  pic¬ 
ture  frame,  book  case,  magazine  case,  checker  board,  tabour- 
ette,  plate  rack,  table.  Principles:  joints,  additional,  half-lap- 
miter,  mortise-tennon-key,  haunched  tenon,  edge  joining,  in¬ 
laying.  Discussion :  composition  of  woods,  comparison  of 
woods,  best  suited  for  various  uses;  continuation  of  tool  dis¬ 
cussion.  Drawing  as  in  seventh  grade. 

MANNERS  AND  MORALS 

The  school  law  of  Arizona  requires  that  instruction  be 
given  during  the  entire  school  course  in  manners  and  morals. 
In  order  that  teachers  may  have  a  definite  outline  for  such 
instruction,  the  following  lessons  in  morals  and  manners  here 
given  are  taken  verbatim  from  White’s  School  Management, 
published  by  the  American  Book  Company.  It  is  suggested 


PUBLIC  SCHOOLS 


44 


that  the  teachers  in  the  lower  grades  select  such  topics  as  are 
suited  to  their  pupils  and  that  the  teachers  in  the  upper  grades 
include  all  of  these  topics  in  lessons  during  the  year.  Some  of 
them  will  be  suggested  by  the  conduct  of  pupils  in  or  out  of 
school,  others  by  the  reading  lesson,  or  by  stories  or  poems  read 
to  pupils,  and  some  will  best  be  taught  by  talks  and  discus¬ 
sions  between  the  teacher  and  pupils.  Aside  from  incidental 
instruction,  it  will  be  well  for  the  teacher  to  give  this  work  an 
assigned  place  in  the  weekly  program.  The  outline  is  as  fol¬ 
lows  : 

1.  Cleanliness  and  Neatness. — Body,  hands,  face,  hair, 
nails,  etc.,  clothing,  shoes,  etc.  Books,  slates,  desk,  etc.  Every¬ 
thing  used  or  done. 

2.  Politeness  (children). — At  school.  At  home.  At  the 
table.  To  guests  or  visitors.  On  the  street.  In  company. 

3.  Gentleness. — In  speech.  In  manner.  Rude  and  bois¬ 
terous  conduct  to  be  avoided.  Patience,  when  misjudged. 
Docility,  when  instructed. 

4.  Kindness  to  Others. — To  parents.  To  brothers  and  sis¬ 
ters.  To  other  members  of  the  family,  and  friends.  To  the 
aged  and  infirm.  To  the  unfortunate.  To  the  helpless  and 
needy.  The  Golden  Rule.  Forms:  Sympathy;  deference  and 
consideration;  helpfulness;  charity;  no  cruelty  or  injustice. 

5.  Kindness  to  Animals. — To  those  that  serve  us.  To 
those  that  do  not  harm  us — the  killing  of  birds.  The  killing 
of  those  that  do  us  harm.  The  killing  of  animals  for  food. 
Cruelty  to  any  animal  wrong. 

6.  Love. — For  parents.  For  brothers.  For  other  mem¬ 
bers  of  the  family,  and  friends.  For  teachers,  and  all  bene¬ 
factors.  For  one’s  neighbors — “Thou  shalt  love  thy  neighbor 
as  thyself.” 

7.  Truthfulness. — In  words  and  actions — “Without  truth 
there  can  be  no  other  virtue.”  Keeping  one’s  word — promises 
to  do  wrong.  Distinction  between  a  lie  and  an  untruth. 
Telling  what  one  does  not  know  to  be  true.  Prevarication 
and  exaggeration.  The  giving  of  a  wrong  impression,  a  form 
of  falsehood.  Telling  falsehoods  for  fun. 

8.  Fidelity  and  Duty. — To  parents — to  assist,  comfort, 
etc.  To  brothers  and  sisters — older  to  assist,  etc.,  younger. 
To  the  poor  and  unfortunate.  To  the  wronged  and  oppressed. 


PRESCOTT  ARIZONA 


45 


9.  Obedience. — To  parents.  To  teachers  in  authority.  To 
law.  To  conscience.  Nature:  Prompt;  cheerful;  faithful. 

10.  Nobility. — Manliness.  Magnanimity  and  generosity. 
Self-denial  and  self-sacrifice  for  others.  Bravery  in  helping 
or  saving  others.  Confession  of  injury  done  another. 

11.  Respect  and  Reverence. — For  parents.  For  teachers. 
For  the  aged.  For  those  who  have  done  distinguished  service. 
For  those  in  civil  authority. 

12.  Gratitude  and  Thankfulness.- — To  parents.  To  all 
benefactors. 

13.  Forgiveness. — Of  those  who  confess  their  fault.  Of 
those  who  have  wronged  us.  Of  our  enemies.  Generosity  in 
dealing  with  the  faults  of  others. 

14.  Confession. — Of  wrong  done  another,  manly  and 
noble.  Denial  of  faults — “The  denial  of  a  fault  doubles  it.” 
Frankness  and  candor. 

15.  Honesty. — In  keeping  one’s  word.  In  school  and  out 
of  school.  In  little  things.  Cheating,  ignoble  and  base.  “Hon¬ 
esty  is  the  best  policy.”  Honesty  is  right. 

16.  Honor. — To  honor  one’s  self;  i.  e.,  to  be  worthy  of 
honor.  To  honor  one’s  family.  To  honor  one’s  friends.  To 
honor  one’s  home.  To  honor  one’s  country. 

17.  Courage. — True  courage — daring  to  do  right  and  to 
defend  the  right.  False — daring  to  do  or  defend  the  wrong. 
In  bearing  unjust  censure  or  unpopularity.  In  danger  or  mis¬ 
fortune.  Heroism. 

18.  Humility. — True  greatness — not  blind  to  one’s  own 
faults.  Modesty  becoming  to  the  young.  Avoidance  of  pride 
and  vanity.  Self-conceit,  a  sign  of  self-deception.  True 
humility,  not  servility  or  time  serving. 

19.  Self-respect. — Not  self-conceit — based  on  conscious 
moral  worth.  Not  self -admiration.  Resulting  in  personal  dig¬ 
nity.  Distinction  between  self-love  and  selfishness.  “Be  not 
wise  in  your  own  conceit.” 

20.  Self-control. — Control  of  temper.  Anger,  when  right. 
Avoidance  of  hasty  words — “Think  twice  before  you  speak.” 
Self-restraint  when  tempted.  Self-restraint  under  provocation 
— “Bear  and  forbear.”  Rule  your  own  spirit. 

21.  Prudence. — In  speech  and  action.  When  one  may  be 
misunderstood.  Respect  for  the  opinions  of  others.  “Judge 
not,  that  ye  be  not  judged.” 


46 


PUBLIC  SCHOOLS 


22.  Good  Name. — Gaining  a  good  name  when  young. 
Keeping  a  good  name.  Keeping  good  company.  Reputation 
and  character. 

23.  Good  Manners.  (Youth.) — At  home.  In  school.  In 
company.  When  a  visitor  or  a  guest.  In  public  assemblies. 
Salutations  on  the  street.  Politeness  to  strangers.  Trifling 
in  serious  matters  to  be  avoided. 

24.  Health. — Duty  to  preserve  health.  Habits  that  im¬ 
pair  health,  foolish  as  well  as  sinful.  The  sowing  of  “wild 
oats” — “What  a  man  sows,  that  shall  he  also  reap.”  The 
body  never  forgets  or  forgives  its  abuse.  An  observance  of  the 
laws  of  health,  a  duty. 

25.  Temperance. — Moderation  in  the  indulgence  of  ap¬ 
petite  in  things  not  harmful.  Total  abstinence  from  that  which 
is  injurious.  Dangers  in  the  use  of  alcoholic  liquors.  Courage 
to  resist  temptations  to  indulgence.  Injurious  effects  of  tobacco 
on  growing  boys.  Cigarette  smoking  by  boys  a  serious  evil. 

26.  Evil  Habits. — Those  that  injure  health.  That  destroy 
reputation.  That  dishonor  one’s  self  and  family.  That  waste 
money.  That  take  away  self  control.  That  incur  needless 
risks,  as  gambling.  That  are  offensive  to  others,  etc. 

27.  Bad  language. — Profanity,  foolish  and  wicked.  Ob¬ 
scenity,  base  and  offensive.  Defiling  books  or  other  things  with 
obscene  words  and  characters,  a  gross  offense.  The  use  of 
slang,  vulgar  and  impolite. 

28.  Evil  Speaking. — Slander  a  serious  offence.  Tale  bear¬ 
ing  to  injure  another.  Repeating  evil  which  one  has  heard 
without  knowledge  that  it  is  true.  “Thou  shalt  not  bear  false 
witness  against  thy  neighbor.” 

29.  Industry. — Labor  a  duty  and  a  privilege.  Right  use 
of  time.  Manual  labor  honorable.  Self-support  gives  manly 
independence.  Avoidance  of  unnecessary  debt.  When  beg¬ 
ging  is  right.  An  opportunity  to  earn  a  living  by  labor,  due 
every  one. 

30.  Economy. — Saving  in  early  life  means  competency 
and  comfort  in  old  age.  Duty  to  save  a  part  of  one’s  earnings 
— “Lay  up  something  for  a  rainy  day.”  Extravagance  wrong 
— “A  spendthrift  in  youth,  a  poor  man  in  old  age.”  The 
hoarding  of  money  needed  for  comforts  or  culture  or  charity, 
wrong.  Charity — “No  man  liveth  unto  himself.” 


PRESCOTT  ARIZONA 


47 


31.  Patriotism. — Love  of  country.  Reverence  for  its 
flag.  Respect  for  its  rulers.  Its  defense  when  necessary.  Re¬ 
gard  for  its  honor  and  good  name. 

32.  Civil  Duties. — Obedience  to  law.  Fidelity  in  office — 
bribery.  Honor  in  taking  an  oath — perjury.  Duty  involved 
in  the  ballot — buying  or  selling  votes.  Dignity  and  honor  of 
citizenship,  etc. 

REMARKS  ON  THE  COURSE  OF  STUDY 

1.  The  course  of  study  for  the  grades  is  designed  to  give 
pupils  a  good  common  school  education,  as  well  as  to  prepare 
them  for  the  high  school.  It  suggests  what  should  be  taught, 
but  does  not  attempt  in  general  to  interfere  with  the  individu¬ 
ality  of  the  teacher  in  the  presentation  of  the  various  subjects. 
The  essential  thing  is  that  the  work  as  outlined  shall  be  well 
done. 

2.  No  home  study  is  required  of  pupils  below  the  fifth 
grade.  From  the  fifth  to  the  eighth  grades  not  more  than  from 
half  an  hour  to  one  hour  of  home  study  should  be  expected. 
Supplementary  reading  may  be  additional. 

3.  Literary  or  rhetorical  exercises  for  Friday  afternoons 
or  for  special  days  or  programs  are  a  part  of  the  prescribed 
work.  Each  pupil  may  be  called  upon  twice  a  year  for  such 
exercises. 

4.  It  is  suggested  that  teachers  require  pupils  to  commit 
choice  poems  or  prose  classics  for  opening  exercises  or  in  con¬ 
nection  with  the  reading  or  language  lessons.  The  pupil  will 
thereby  enlarge  his  vocabulary,  perfect  his  command  of  the 
best  English,  and  will  be  the  gainer  permanently  from  the 
influence  of  refined  sentiment  and  inspiring  thought.  Teachers 
will  find  it  worth  while  also  to  encourage  pupils  to  keep  them¬ 
selves  informed  on  current  news  of  national  or  general  interest. 

5.  In  the  report  cards  furnished  the  parent  at  the  end  of 
each  month,  the  monthly  estimates  of  the  teacher  are  indi¬ 
cated  by  the  letters  A,  B,  C,  and  D ;  and  these  estimates  or 
grades  are  based  on  daily  recitations  and  oral  and  written  re¬ 
views.  A  indicates  a  grade  of  from  90  to  100  (excellent) ;  B, 
80  to  90  (good) ;  C,  70  to  80  (passable) ;  D,  below  70  (poor). 
An  examination  is  given  at  the  end  of  the  semester  upon  work 
done  during  the  semester.  The  semester  grade  in  each  sub- 


48 


PUBLIC  SCHOOLS 


ject  takes  into  consideration  both  the  monthly  estimates  and 
the  final  examination.  In  recording  the  semester  grades  the 
teacher  transfers  the  letter  values  A,  B,  C,  or  D,  as  nearly  as 
possible,  into  their  numerical  equivalents.  If  the  general 
averages  of  the  semester  grades  is  not  less  than  75.  and  if  the 
semester  grade  for  any  subject  is  not  less  than  65,  the  pupil 
is  entitled  to  promotion  at  the  end  of  the  semester 

6.  Pupils  who  complete  the  eighth  grade  \v  ith  the  re¬ 
quired  averages  are  promoted  to  the  high  school.  Because 
of  the  limited  number  of  classes  that  can  be  formed  in  a  small 
high  school,  it  is  impracticable  to  receive  beginning  pupils  into 
the  same  at  any  other  time  than  at  the  opening  of  the  school 
in  September.  If  it  appears,  therefore,  that  any  pupil  would 
regularly  complete  the  eighth  grade  work  at  the  end  of  the 
first  semester  in  January — beginning  with  the  seventh  grade — 
he  either  will  be  required  to  take  a  half  year  more  than  the 
regular  time  for  the  seventh  and  eighth  grade  work ;  or,  if 
he  be  strong  in  scholarship  and  of  robust  health,  be  may  be 
permitted  to  complete  these  two  grades  in  a  half  year  less 
than  the  usual  time.  In  the  latter  case,  the  parents  will  be  con¬ 
sulted  in  ample  time,  and  if  they  prefer  not  to  have  the  pupil 
crowded,  their  wishes  will  be  respected.  In  general,  it  is 
advised  that  pupils  will  do  better  to  take  a  half  a  year  longer 
on  the  foundation  work  in  the  grades,  rather  than  enter  the 
high  school  poorly  prepared.  Pupils  who  begin  the  work  of 
each  grade  regularly  in  September  of  each  year,  will  have 
time  neither  to  make  up  nor  to  lose,  before  admission  to  the 
high  school. 


HIGH  SCHOOL 


COURSES  OF  STUDY 


FOR  THE 


HIGH  SCHOOL 


HIGH  SCHOOL  COURSES  OF  STUDY— Continued 

ELEVENTH  YEAR 


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UJ  CL  <  _J 


PUBLIC  SCHOOLS 


54 


Remarks  on  the 


High  School  Courses  of 
Study 


1.  The  High  School  is  designed  to  prepare  students  for 
the  Freshman  Class  of  the  best  colleges  or  universities,  as  well 
as  to  equip  them  for  practical  usefulness  in  life  by  providing 
the  opportunity  of  receiving  a  well  rounded  elementary  educa¬ 
tion.  As  stated  elsewhere  the  Examiner  of  High  Schools  for 
the  University  of  California,  after  a  two  days’  inspection  last 
January,  certifies  that  the  Prescott  High  School  is  worthy  of 
affiliated  relations  with  this  University,  whereby  our  graduates, 
on  recommendation  of  the  Superintendent,  will  be  admitted  to 
the  Freshman  Class  without  examination.  As  Stanford  Uni¬ 
versity  accepts  the  examination  of  the  State  University  of 
California,  our  graduates  will  be  admitted  at  Stanford  also 
without  examination.  Michigan  University  has  extended  the 
same  privilege  in  the  only  instance  for  which  application  has 
been  made. 

2.  Figures  at  the  right  of  each  subject  in  the  outlines  of 
the  High  School  Courses  indicate  the  number  of  recitations  per 
week.  The  work  in  each  subject,  except  manual  training  and 
mechanical  drawing,  is  arranged  on  a  basis  of  five  recitations 
per  week,  and  when  carried  one  year  constitutes  a  credit.  One 
year’s  work  consists  of  four  credits;  sixteen  credits  are  neces¬ 
sary  for  graduation ;  but  no  credit  will  be  given  towards  gradu¬ 
ation  for  less  than  two  years’  work  in  either  Latin  or  German. 

3.  Unless  there  are  approved  reasons  for  substitutions, 
pupils  are  expected  to  follow  one  of  the  three  regular  courses. 
Pupils  who  desire  to  prepare  for  any  particular  college  or  uni¬ 
versity  will  do  well,  early  in  their  course,  to  ask  the  assistance 
of  the  Superintendent  in  selecting  their  studies.  Most  col¬ 
leges  require  four  years  of  high  school  Latin. 

4.  The  Manual  Training  and  Mechanical  Drawing  subjects 
are  optional  throughout  the  high  school  course.  On  comple¬ 
tion  of  an  equivalent  of  five  hours  per  week  for  one  year  of 
such  work,  the  pupil  may  claim  one  credit  towards  graduation ; 


HIGH  SCHOOL  AUDITORIUM 


PRESCOTT  ARIZONA 


55 


but  not  more  than  one  such  credit  will  be  accepted.  The  work 
in  these  subjects  is  as  follows :  Sewing  for  Girls — Drafting  and 
making  undergarments ;  making  garments  from  purchased  pat¬ 
terns;  taking  measures  and  drafting  a  dress;  making  an  un¬ 
lined  dress.  Wood  Work  for  Boys. — Problems :  magazine  stand, 
writing  desk,  hall  settee,  card  table,  set  of  drawers,  center 
table.  Principles — joints,  additional  to  those  in  the  grades, 
dove-tail,  paneling,  framing ;  emphasis  on  finishing.  Discussion 
— composition  of  woods,  growth,  food,  preparation,  source, 
value  of  woods;  finishes,  analysis,  source,  preparation,  cost, 
etc. ;  merits  of  various  constructions ;  tool  practice,  critical 
study  of  form  of  tools,  use  of  steel  square,  etc.  Drawing — shop 
drawing  for  object,  isometric  and  mechanical.  Mechanical 
Drawing — Geometrical  drawing;  plan  and  elevations;  penetra¬ 
tions;  machine  drawing,  tracing,  blue  prints. 

5.  A  class  in  Physical  Geography  for  ninth  or  tenth  grade 
students  will  be  formed  whenever  the  demand  is  sufficient  to 
justify  the  same,  and  will  count  one  credit  towards  gradua¬ 
tion. 

6.  Recitation  periods  in  the  high  school  are  of  forty  min¬ 
utes’  duration.  In  the  sciences,  two  such  laboratory  periods 
are  considered  the  equivalent  of  one  recitation;  and  almost 
equal  attention  is  given  to  laboratory  work  and  to  recitations. 

7.  Good  work  in  the  high  school  requires  about  two  hours 
of  home  study  each  day,  in  addition  to  what  the  student  does 
at  school. 

8.  Literary  or  rhetorical  exercises  are  a  part  of  the  pre¬ 
scribed  work  of  the  high  school ;  and  each  pupil  will  be  called 
upon  for  such  exercises,  as  directed  by  the  Superintendent. 

9.  The  work  in  the  various  high  school  subjects  will 
usually  be  followed  closely  as  outlined,  but  minor  variations 
may  at  times  be  advantageous.  For  example,  a  history  class 
may  do  less  one  semester  than  the  schedule  suggests  and  more 
at  another  time.  Some  classes  in  Latin  find  it  better  to  do 
some  of  the  work  in  Vergil  the  eleventh  year  and  to  defer  a 
part  of  the  work  in  Cicero  until  the  twelfth  year.  In  the 
literature  selections  in  English  and  German,  equivalent  sub¬ 
stitutions  will  be  permitted  as  provided  in  the  University 
entrance  requirements. 

10.  Written  reports  of  the  standing  of  each  pupil  are 
sent  to  the  parents  three  times  each  semester.  The  estimates 


56 


PUBLIC  SCHOOLS 


or  grades  of  the  teachers  are  based  on  daily  recitations  and 
written  reviews  or  tests,  and  are  indicated  by  the  letters  A,  B, 
C,  or  D.  A  is  equivalent  to  a  grade  of  from  90  to  100 ;  B,  80  to 
90;  C,  70  to  80;  and  D,  below  70.  Pinal  examinations  are 
given  in  each  subject  at  the  end  of  each  semester;  but  a  grade 
of  85  in  any  subject  exempts  the  pupil  from  examination  in 
that  subject.  The  semester  grade  in  each  subject  is  the  average 
of  the  grades  given  during  the  semester  and  the  examination 
grade  (if  the  pupil  has  not  been  exempted  from  the  same).  No 
semester  grade  below  C  (70)  will  be  credited  towards  gradu¬ 
ation.  A  diploma  is  awarded  each  graduate,  but  no  commence¬ 
ment  honors  are  given  other  than  the  honor  of  graduation. 

11.  On  the  following  page  the  list  of  high  school  text  books 
is  given.  The  school  law  requires  the  grade  schools  to  use  the 
books  prescribed  for  the  Territory;  but  the  high  school  can 
use  any  texts  the  Trustees  may  direct ;  and  the  effort  has  been 
made,  therefore,  to  select  the  best  high  school  text  books  possi¬ 
ble.  The  list,  it  will  be  seen,  is  taken  from  a  very  large  number 
of  publishers.  New  and  improved  text  books  are  constantly 
appearing,  and  progressive  high  schools  must  discard  old 
adoptions  whenever  new  books  are  offered  that  are  known  to 
be  superior.  Such  changes,  however,  should  be  made  at  such 
times  as  will  work  the  least  hardship  upon  pupils. 


IN  CHEMICAL  LABORATORY 


PRESCOTT  ARIZONA 


57 


High  School  Text  Books 


FIRST  YEAR 

Local  prices. 

Herrick  and  Damon’s  Composition  and  Rhetoric,  Scott,  Foresman  &  Co.  $1.25 
Literature  selections,  as  directed. 

Wentworth’s  New  School  Algebra,  Ginn  &  Co .  1.25 

Wolfson’s  Essentials  in  Ancient  History,  American  Book  Co .  1.75 

History  note  and  map  books,  as  directed. 

Collar  and  Daniell’s  First  Year  Latin,  Ginn  &  Co .  1.25 

Dryer’s  Lessons  in  Physical  Geography,  American  Book  Co .  1.50 

Eaton’s  Business  Forms,  Customs  and  Accounts,  American  Book  Co -  1.15 

Eaton’s  Manual  for  the  same,  American  Book  Co . 60 

Book-keeping  blanks,  as  directed. 

SECOND  YEAR 

Composition  and  Rhetoric,  as  in  first  year. 

Gayley’s  Classic  Myths  in  English  Literature,  Ginn  &  Co .  1.75 

Literature  selections,  as  directed. 

Wentworth’s  Plane  and  Solid  Geometry  (Revised),  Ginn  &  Co .  1.50 

Harding’s  Essentials  in  Medieval  and  Modern  History,  Am.  Book  Co.  1.75 
History  note  and  map  books,  as  directed. 

Westcott’s  Caesar’s  Gallic  War,  D.  Appleton  &  Co .  1.50 

Allen  and  Greenough’s  New  Latin  Grammar.  Ginn  &  Co .  1.50 

Pearson’s  Latin  Prose  Composition,  American  Book  Co- .  1.25 

Day’s  Complete  Shorthand  Manual,  Burrows  Bros .  1.25 

THIRD  YEAR 

Literature  selections,  as  directed. 

Geometry  and  Algebra,  as  in  preceding  years. 

Hessler  and  Smith’s  Essentials  of  Chemistry,  B.  H.  Sanborn  &  Co....  1.50 

Chemistry  note  book,  as  directed. 

D’Ooge’s  Cicero’s  Select  Orations,  B.  H.  Sanborn  &  Co .  1.50 

Latin  Grammar  and  Composition,  as  in  preceding  year. 

Spanhoofd’s  Lehrbuch  der  Deutschen  Sprache,  D.  C.  Heath  &  Co .  1.25 

Muller  and  Wenckebach’s  Gluck  Auf,  Ginn  &  Co.. . 75 

German  literature  selections,  as  directed. 

Larned’s  History  of  England,  Hougnton,  Mifflin  &  Co .  1.50 

History  Note  and  map  books,  as  directed. 

Shorthand  Manual,  as  in  preceding  year. 

FOURTH  YEAR 

Pancoast’s  Introduction  to  English  Literature,  Henry  Holt  &  Co .  1.60 

Literature  selections,  as  directed. 

Wentworth  and  Hill’s  Text  Book’ of  Physics,  Ginn  &  Co .  1.40 

Physics  note  book,  as  directed. 

McLaughlin’s  History  of  the  American  Nation,  D.  Appleton  &  Co .  1.65 

Bryce’s  American  Commonwealth,  Abridged,  The  Macmillan  Co .  2.00 

History  note  and  map  books,  as  directed. 

ivnapp’s  Vergil’s  Aeneid,  Scott,  Foresman  &  Co .  1.75 

Latin  Grammar  and  Composition,  as  in  preceding  years. 

German  literature  selections,  as  directed. 

New  Practical  Arithmetic,  Commercial  School  Edition,  Practical  Text 

Book  Co .  1.25 

Hill’s  Commercial  Law,  Practical  Text  Book  Co .  1.00 


58 


PUBLIC  SCHOOLS 


Rules  and  Regulations 


SECTIONS  MARKED  (T.  L.)  ARE  QUOTED  FROM  THE  “PUBLIC 
SCHOOL  LAWS  OF  ARIZONA" 


BOARD  OF  TRUSTEES 

1.  The  Board  of  Trustees,  any  two  of  whom  shall  con¬ 
stitute  a  quorum  for  the  transaction  of  business,  shall  meet  as 
soon  as  practicable  after  the  commencement  of  their  term  of 
office,  for  organization  and  the  annual  election  of  Clerk  and 
Chairman. 

2.  They  shall  prescribe  and  enforce  rules  not  inconsistent 
with  law  or  those  prescribed  by  the  Territorial  Board  of  Edu¬ 
cation  for  their  own  government  and  the  government  of  the 
schools.  (T.  L.) 

3.  They  shall  manage  and  control  the  school  property 
within  their  district.  (T.  L.) 

4.  They  shall  purchase  school  furniture  and  apparatus, 
and  such  other  things  for  the  use  of  the  schools  as  may  be 
necessary.  (T.  L.) 

5.  They  shall  employ  under  a  written  contract,  a  Super¬ 
intendent,  teachers,  janitors  and  employees  of  schools;  and 
shall  fix  and  order  paid  their  compensation.  (T.  L.) 

6.  They  shall  expel  pupils  for  misconduct.  (T.  L.) 

7.  They  shall  enforce  in  the  schools  the  course  of  study 
and  the  use  of  the  text  books  prescribed  and  adopted  by  the 
proper  authority.  (T.  L.) 

8.  They  shall  pass  upon  all  matters  of  discipline  referred 
to  them  as  a  Board,  and  they  shall  investigate  any  charges 
which  may  be  preferred  in  writing  against  any  teacher  or  em¬ 
ploye  of  the  school  district. 

SUPERINTENDENT 

1.  The  Superintendent  shall  be  the  executive  officer  of 
the  Board  of  Trustees  and  shall  have  general  supervision  of  all 


IN  CHEMICAL  LABORATORY 


PRESCOTT  ARIZONA 

59 

the  public  schools  of  the  city  subject  to  the  rules  and  regula¬ 
tions  of  the  Board. 

2.  He  shall  attend  the  meetings  of  the  Board,  unless  ex¬ 
cused  therefrom  by  the  Board,  and  shall  keep  the  Board  con¬ 
stantly  informed  of  the  condition  of  the  schools  and  the 
changes  required  therein. 

3.  He  shall  keep  himself  informed  as  to  the  best  methods 
of  school  management  and  instruction,  and  shall  make  such 
regulations,  subject  to  the  approval  of  the  Board  and  not  in¬ 
consistent  with  the  rules  of  the  Board,  as  he  shall  deem  essen¬ 
tial  to  promote  the  efficiency  of  the  schools. 

4.  He  shall  assign  teachers  to  their  work  in  the  schools, 
unless  otherwise  provided  by  the  Board,  and  pupils  to  their 
grades  and  studies. 

5.  He  shall  visit  the  schools,  and  shall  direct,  assist,  and 
encourage  the  teachers  in  their  work.  He  shall  call  such 
teachers’  meetings,  general  or  special,  as  he  may  deem  neces¬ 
sary  for  consultation,  advice,  or  instruction. 

6.  He  shall  keep  a  record  of  the  absence  or  tardiness  of 
teachers  and  shall  report  the  same  to  the  Board.  In  case  of 
sickness  and  absence  of  teachers,  the  Superintendent  is  author¬ 
ized  to  select  substitutes  until  action  is  taken  by  the  Board. 

7.  As  soon  as  practicable  after  his  own  election,  he  shall 
submit  to  the  Board  the  names  of  all  teachers  recommended 
by  him  for  reappointment,  and  also  the  names  of  any  who  in 
his  judgment  are  not  worthy  of  reappointment,  giving  reasons 
for  such  judgment.  He  shall  assist  the  Board  in  securing  the 
best  possible  applications  for  all  vacancies. 

8.  He  shall  suspend  from  school  pupils  whose  conduct  or 
character  is  such  as  would  injure  the  schools,  or  whose  parents 
willfully  neglect  or  refuse  to  co-operate  with  the  Superintend¬ 
ent  or  teachers  in  carrying  out  the  regulations  of  the  schools, 
or  who  encourage  their  children  to  neglect  or  violate  the  rules 
of  the  schools;  but  no  pupil  shall  be  finally  expelled  except 
by  action  of  the  Board.  In  case  of  suspension  the  Superin¬ 
tendent  shall  at  once  notify  both  the  pupil’s  parents  and  the 
Board  of  Trustees. 

9.  All  examinations,  transfers  and  promotions  of  pupils 
shall  be  under  the  direction  of  the  Superintendent. 

10.  He  shall  not  permit  any  advertisement  to  be  read  or 
distributed  among  the  pupils  assembled  on  the  school  premises ; 
nor  permit  the  same  to  be  posted  on  the  school  property;  nor 


60 


PUBLIC  SCHOOLS 


permit  any  agent  or  other  person  to  enter  the  school  premises 
at  any  time  for  the  purpose  of  exhibiting,  either  to  pupils  or 
teachers,  any  article  whatever;  nor  permit  any  public  enter¬ 
tainment  to  be  announced,  or  any  collection  to  be  taken,  with¬ 
out  the  express  permission  of  the  Board  of  Trustees. 

11.  He  shall  see  that  fire  drills  are  instituted  from  time 
to  time  so  that  pupils  are  prepared  to  leave  the  building 
quickly  and  orderly  whenever  the  fire  signal  may  be  given. 

12.  He  shall  keep  each  school  day  a  regular  office  hour 
for  the  convenience  of  parents,  pupils,  teachers,  or  others  who 
may  desire  information  respecting  the  schools,  or  who  may 
have  complaints  to  bring;  and  he  shall  post  the  time  of  his 
office  hour  in  his  office  in  the  new  building.  Friends  and  pat¬ 
rons,  who  are  interested  in  the  welfare  of  the  schools  and  who 
know  of  any  matters  that  need  correction,  will  always  confer  a 
favor  in  bringing  them  to  the  attention  of  the  Superintendent. 
For  those  who  are  unable  to  see  him  at  his  office,  he  will  will¬ 
ingly  make  other  appointments  for  conferences,  whenever  it 
is  possible  for  him  to  do  so. 


TEACHERS 

1.  Every  teacher  must  enforce  the  use  of  the  text  books 
and  the  rules  and  regulations  prescribed  for  schools  (T.  L.) ; 
and  must  keep  on  hand  a  copy  of  these  rules  and  regulations 
and  a  copy  of  the  Territorial  School  Laws,  and  should  keep  her¬ 
self  familiar  with  the  same. 

2.  Teachers  are  required  to  be  at  their  respective  rooms 
at  least  fifteen  minutes  before  the  opening  of  each  session  of 
school  (T.  L.).  Those  who  have  yard  duty  should  be  on  the 
ground  thirty  minutes  before  the  opening  of  the  session. 

3.  Each  teacher  shall  prepare  and  follow  a  program  of 
daily  exercises  which  shall  be  kept  posted  in  a  conspicuous 
place  in  the  school  room,  a  copy  of  which  shall  be  handed  to 
the  Superintendent  for  his  approval  within  one  week  after 
the  beginning  of  the  term. 

4.  Teachers  shall  follow  the  directions  of  the  Superin¬ 
tendent.  They  shall  co-operate  with  him,  not  only  during 
school  hours  but  during  the  time  when  the  pupils  are  on  the 
school  premises,  before  and  after  school,  and  during  recess. 
They  shall  be  held  responsible  for  the  studies,  order,  and  dis- 


PRESCOTT  ARIZONA 

61 

cipline  of  their  own  rooms  under  the  general  direction  of  the 
Superintendent. 

5.  Teachers  may  punish  pupils,  when  in  their  judgment 
necessary,  by  reproving,  tasking,  withdrawing  privileges,  de¬ 
taining  after  school  hours,  by  sending  them  to  the  Superin¬ 
tendent,  or  by  sending  warning  or  special  notices  to  parents  or 
guardians.  Teachers  will  not  suspend  pupils  for  misconduct 
unless  by  permission  of  the  Superintendent.  They  shall  keep 
him  constantly  informed  as  to  all  cases  likely  to  result  in  sus¬ 
pension  or  other  serious  discipline.  Whenever  possible,  before 
the  suspension  of  a  pupil  from  school,  the  parent  should  be 
notified,  so  that  the  school  may  have  the  assistance  of  the  home 
in  the  correction  of  unsatisfactory  conduct.  The  following 
modes  of  punishment  are  forbidden:  Sarcastic  or  contemptu¬ 
ous  language,  striking  on  the  head  or  face  or  striking  the  hand 
with  a  ruler.  The  truthfulness  of  pupils  should  not  ordi¬ 
narily  be  questioned  in  the  presence  of  the  school,  nor  should 
they  be  censured  in  terms  calculated  to  destroy  their  self- 
respect.  Corporal  punishment  is  not  prohibited  by  the  school 
laws  of  Arizona;  the  Board  believes,  however,  that  corporal 
punishment,  if  made  use  of  effectively,  should  be  administered 
vigorously,  and  holds  that  the  parent,  and  not  the  teacher,  is 
the  proper  authority  to  assume  the  responsibility  of  such  pun¬ 
ishment.  Teachers  are  expected  to  put  forth  reasonable  effort 
in  the  government  of  their  pupils ;  but  the  Board  believes  that 
no  pupil  has  any  right  to  membership  in  the  school  whose  mis¬ 
conduct  is  persisted  in  after  home  influences  have  had  an  op¬ 
portunity  to  correct  the  same.  The  presence  of  such  a  pupil 
is  demoralizing  to  the  entire  school.  His  bad  example  is  con¬ 
tagious;  and  his  excessive  demands  upon  the  time,  patience, 
and  energy  of  the  teacher,  deprive  the  other  students  of  the 
healthful  conditions  which  rightfully  belong  to  all. 

6.  Teachers  are  required  to  exercise  reasonable  super¬ 
vision  over  the  text  books  of  the  pupils,  to  inspect  the  same 
from  time  to  time  and  prevent  their  defacement  or  wanton 
destruction.  (T.  L.) 

7.  Teachers  shall  send  reports  to  the  parents  of  the 
standing  and  progress  of  each  pupil,  at  the  end  of  each  month 
in  the  grades,  and  at  the  end  of  each  six  weeks  in  the  high 
school ;  and  they  shall  require  pupils  to  return  the  same 
promptly  with  the  signature  of  the  parent  or  guardian. 


PUBLIC  SCHOOLS 


62 


8.  Teachers  are  permitted  to  give  their  pupils  a  half 
holiday  whenever  there  has  been  no  tardiness  or  truancy,  as 
defined  under  Buie  6  for  Pupils,  for  four  consecutive  weeks  in 
the  room. 

9.  It  shall  be  the  duty  of  the  teachers  to  read  to  the  pupils 
from  time  to  time  so  much  of  the  school  regulations  as  apply 
to  them  so  that  they  may  have  a  clear  understanding  of  the 
rules  by  which  they  are  governed.  (T.  L.) 

10.  No  teacher  shall  permit  any  advertisement  to  be  read, 
displayed,  or  distributed  to  the  pupils  in  the  room ;  nor  permit 
any  public  entertainment  to  be  announced,  or  any  collection 
to  be  taken,  unless  so  directed  by  the  Superintendent  under 
the  authority  of  the  Board  of  Trustees. 

11.  All  picnics,  parties,  etc.,  to  be  arranged  for  as  school 
affairs,  must  first  have  the  sanction  of  the  Superintendent. 

12.  In  case  of  sickness  or  unavoidable  absence,  teachers 
should  notify  the  Superintendent  at  the  earliest  possible  mo¬ 
ment  so  that  he  may  procure  a  substitute. 

13.  Any  teacher  who  shall  use  any  sectarian  or  denomi¬ 
national  books,  or  teach  any  sectarian  doctrine,  or  conduct  any 
religious  exercises  in  his  school,  shall  be  deemed  guilty  of 
unprofessional  conduct,  and  it  shall  be  the  duty  of  the  proper 
authority  to  revoke  his  or  her  certificate  or  diploma.  (T.  L.) 

14.  It  shall  be  the  duty  of  all  teachers  to  endeavor  to 
impress  on  the  minds  of  the  pupils  the  principles  of  morality, 
truth,  justice  and  patriotism;  to  teach  them  to  avoid  idleness, 
profanity  and  falsehood,  and  to  instruct  them  in  the  principles 
of  a  free  government  and  to  train  them  up  to  a  true  compre¬ 
hension  of  the  rights,  duties  and  dignity  of  American  citizen¬ 
ship.  (T.  L.) 

15.  Teachers  are  expected  to  sustain  each  other  kindly  in 
the  discipline  and  the  work  of  the  schools,  and  by  no  word  or 
deed  in  the  presence  of  pupils  to  throw  discredit  upon  an  asso¬ 
ciate  teacher  or  upon  the  Superintendent.  In  this  connection 
the  following  quotation  has  recently  appeared  in  many  of  the 
school  reports  of  the  leading  cities  of  the  United  States: 

“Every  competent  teacher,  gifted  with  broad  scholarship, 
high  aims,  and  agreeable  presence,  who  strives  to  do  her  best, 
who  loves  children,  who  takes  a  high  place  for  good  in  the 
community,  who  is  loyal  to  the  town  that  supports  her,  whose 
fidelity  to  the  School  Board  and  Superintendent  needs  no  dem¬ 
onstration,  who  is  in  accord  with  the  system  instituted  by  the 


PRESCOTT  ARIZONA 


63 


latter,  and  who  has  the  true  spirit  of  affiliation  with  her  asso¬ 
ciate  teachers — every  such  teacher  should  have  an  indefinite 
tenure  of  office.  Such  teachers  should  be  appreciated  and  re¬ 
tained  as  long  as  they  are  willing  to  stay,  not  as  a  favor  to 
them,  but  in  justice  to  them,  the  school  and  the  taxpayers.” 

PUPILS 

1.  All  children  residing  within  the  city  of  Prescott  be¬ 
tween  the  ages  of  six  and  twenty-one  shall  be  permitted  to 
attend  the  public  schools  free.  Children  four  years  of  age  and 
under  six  will  be  admitted  to  the  Kindergarten  free.  If  the 
number  of  pupils  in  attendance  in  the  Kindergarten  becomes 
at  any  time  excessive,  the  Board  of  Trustees  may  direct  that 
such  a  number  of  the  youngest  pupils  be  excluded  as  will  be 
sufficient  to  relieve  the  crowded  condition. 

2.  All  pupils  upon  admission  into  the  schools  shall  be 
properly  registered  and  shall  attend  the  schools  to  which  they 
have  been  assigned  by  the  Superintendent. 

3.  No  pupil  known  or  believed  to  be  affected  by  a  con¬ 
tagious  disease,  or  coming  from  a  family  where  such  disease 
exists,  or  who  has  otherwise  been  exposed  to  such  disease,  shall 
be  received  or  continued  in  the  schools,  until  a  certificate  is 
presented  to  the  Superintendent  from  the  City  Health  Officer, 
or  the  attending  physician  under  his  direction,  stating  that  no 
risk  will  be  incurred  in  receiving  such  pupil  into  school. 

4.  Every  pupil  is  expected  to  attend  school  punctually 
and  regularly;  to  conform  to  the  regulations  of  the  school  and 
to  obey  promptly  all  the  directions  of  the  teacher;  to  observe 
good  order  and  propriety  of  deportment;  to  be  diligent  in 
study,  respectful  to  teachers  and  kind  and  obliging  to  school¬ 
mates;  to  refrain  entirely  from  the  use  of  profane  and  vulgar 
language,  and  to  be  clean  and  neat  in  person  and  clothing. 
(T.  L.) 

5.  Any  pupil  who  shall  in  any  way  cut  or  otherwise 
injure  any  school  house,  or  injure  any  fences,  trees  or  out  build¬ 
ings  belonging  to  any  of  the  school  estates,  or  shall  write  any 
profane  or  obscene  language  or  make  any  obscene  pictures  or 
characters  on  the  school  premises,  shall  be  liable  to  suspension, 
expulsion  or  other  punishment,  according  to  the  nature  of  the 
offense.  Pupils  shall  not  be  allowed  to  remain  in  any  of  the 
rooms  that  are  provided  with  improved  styles  of  furniture, 


64 


PUBLIC  SCHOOLS 


except  in  presence  of  a  teacher  or  a  monitor,  who  is  made 
especially  responsible  for  the  care  of  the  seats  and  desks.  All 
damage  done  to  school  property  by  any  of  the  pupils  shall  be 
repaired  at  the  expense  of  the  party  committing  the  trespass. 
(T.  L.) 

6.  Pupils  are  required  in  all  cases  of  absence  or  tardiness 
to  bring  on  their  return  to  school  an  excuse  in  writing  from 
their  parents  or  guardians  assigning  good  and  sufficient 
reasons  for  such  absence  or  tardiness.  Sickness  of  the  pupil, 
or  in  the  family,  or  some  other  urgent  cause  rendering  attend¬ 
ance  and  punctuality  impossible  or  extremely  inconvenient, 
shall  be  regarded  as  the  only  legitimate  excuse  for  absence 
or  tardiness.  No  pupil  shall  be  permitted  to  leave  school  at 
recess,  or  at  any  other  time  before  the  regular  hour  for  clos¬ 
ing  school  except  in  case  of  sickness  or  on  a  written  request 
of  parent  or  guardian.  (T.  L.)  A  pupil  who  is  absent  a  half 
day  or  more  without  proper  excuse,  or  who  leaves  school  be¬ 
fore  the  close  of  the  morning  or  afternoon  session  without 
first  obtaining  permission  from  the  teacher,  or  who  returns 
home  to  avoid  being  tardy,  shall  be  marked  truant.  No  pupil 
who  has  been  tardy  as  much  as  three  times  in  one  month,  or 
who  has  been  marked  truant,  shall  be  readmitted  to  his  room 
only  on  application  to  the  Superintendent,  who  may  suspend 
such  pupil,  if  he  thinks  the  same  advisable. 

7.  Pupils  shall  not  enter  the  school  premises  more  than 
thirty  minutes  previous  to  the  opening  of  school,  and  on  being 
dismissed  at  the  close  of  school  shall  leave  the  school  premises, 
and  they  shall  go  directly  to  their  homes,  unless  permitted  to 
do  otherwise  by  their  parents.  The  school  law  requires  build¬ 
ings  to  be  open  for  the  reception  of  pupils  but  fifteen  minutes 
before  sessions  begin. 

8.  Loud,  rude,  or  boisterous  conduct;  quarreling;  fight¬ 
ing;  making,  exhibiting  or  possessing  obscene  pictures,  either 
on  the  school  premises  or  elsewhere  when  pupils  are  under  con¬ 
trol  of  the  school,  will  be  considered  cause  for  severe  punish¬ 
ment. 

9.  Pupils  shall  refrain  from  throwing  stones,  snow  balls, 
or  missiles  of  any  kind  on  or  near  the  school  premises.  Viola¬ 
tion  of  this  rule  will  be  deemed  sufficient  cause  for  suspension. 
Also  pupils  on  their  way  to  or  from  school  in  any  part  of  the 
city,  who  shall  endanger  either  persons  or  property  by  throw- 


PRESCOTT  ARIZONA 


65 


ing  stones  or  snowballs,  may  be  suspended  from  school,  if  com¬ 
plaint  is  made  against  them. 

10.  Pupils  may  be  suspended,  expelled  or  otherwise  pun¬ 
ished,  according  to  the  nature  of  the  offence,  for  any  of  the 
following  reasons:  Willful  and  continued  disobedience;  tru¬ 
ancy;  vulgarity;  profanity;  theft;  carrying  firearms;  bringing 
to  school  or  using  sling  shots  or  rubber  shooters;  using  to¬ 
bacco  in  any  form  while  under  the  control  of  the  school; 
entering  without  permission  the  parts  of  the  basement  set 
apart  for  the  heating  apparatus ;  striking  a  teacher  under  any 
circumstances  whatever;  or  otherwise  violently  resisting  the 
enforcement  of  the  rules  and  regulations  of  the  school.  Also 
any  pupil  may  be  suspended  or  expelled  whose  conduct  or 
character  is  such  as  would  injure  the  school,  or  whose  govern¬ 
ment  requires  an  undue  or  excessive  share  of  the  time  or 
thought  from  the  teacher.  Every  such  pupil  deprives  other 
pupils  of  a  part  of  what  belongs  to  them. 

11.  All  pupils  must  comply  with  the  regulations,  pursue 
the  required  course  of  study,  and  submit  to  the  authority  of 
the  teachers  of  the  school.  (T.  L.) 

12.  All  pupils  who  have  fallen  behind  the  grade  by  ab¬ 
sence  or  irregularity  of  attendance,  by  indolence  or  inattention 
shall  be  placed  in  the  grade  below  at  the  discretion  of  the 
Superintendent  (T.  L.)  on  recommendation  of  the  teacher; 
likewise  special  promotions  may  be  made  at  any  time  for 
excellence  of  scholarship. 

13.  All  pupils  are  considered  under  the  jurisdiction  of  the 
school  authorities  and  teachers  from  the  time  they  leave  the 
custody  of  their  parents  or  guardians  on  the  way  to  school, 
until  they  return  to  their  respective  homes.  This  regulation  is 
expressly  authorized  by  the  school  laws  of  Arizona. 

14.  No  pupil  shall  be  allowed  to  retain  connection  with 
any  public  school  unless  furnished  with  books,  slates,  and  other 
utensils  required  to  be  used  in  the  class  to  which  he  belongs; 
provided,  that  no  pupil  shall  be  excluded  for  such  cause  unless 
the  parent  or  guardian  shall  have  been  furnished  by  the  teacher 
with  a  list  of  books  or  articles  needed,  and  one  week  shall 
have  elapsed  after  such  notice  without  the  pupil  obtaining 
said  books.  Books  may  be  furnished  to  indigent  children  by 
the  Trustees  at  the  expense  of  the  district,  whenever  the 
teacher  shall  have  certified  in  writing  that  the  pupil  applying 
is  unable  to  purchase  such  books.  (T.  L.) 


66 


PUBLIC  SCHOOLS 


15.  Each  pupil  shall  have  a  particular  desk  and  shall 
keep  the  same  and  the  floor  beneath  in  a  neat  and  orderly  con¬ 
dition.  Any  pupil  who  shall  be  absent  one  week  without  giv¬ 
ing  notice  to  the  teacher  shall  lose  all  claim  to  his  particular 
desk  for  the  remainder  of  the  term  and  shall  not  be  considered 
a  member  of  the  school.  (T.  L.) 

16.  Pupils  shall  be  governed  in  all  details  not  specified  in 
these  Rules  and  Regulations,  by  such  rules  as  may  be  pre¬ 
scribed  or  authorized  by  the  Superintendent  and  enforced  by 
the  teachers. 


JANITORS 

1.  Janitors  shall  be  under  the  direction  of  the  Superin¬ 
tendent. 

2.  They  shall  keep  buildings,  furniture  and  grounds  neat 
and  clean. 

3.  They  shall  open  and  close  buildings  and  see  that  the 
windows  and  doors  are  securely  closed  when  the  schools  are 
not  in  session. 

4.  They  shall  ring  the  bells  and  keep  the  clocks  wound 
and  in  uniform  time. 

5.  They  shall  have  charge  of  the  heating  apparatus  and 
shall  keep  the  buildings  properly  warmed. 

6.  They  shall  sweep  all  rooms  and  halls  in  the  evening 
after  school  and  dust  the  same  in  the  morning  before  school. 
Blackboards  should  be  washed  once  each  week  and  the  chalk 
troughs  wiped  out.  Floors  should  be  scrubbed  and  windows 
washed  twice  a  year  or  oftener  if  necessary. 

7.  They  shall  attend  to  the  cleaning  of  the  toilet  rooms 
daily  and  shall  thoroughly  scrub  and  scour  all  parts  of  the 
same  as  often  as  conditions  require  it.  They  shall  each  day 
promptly  remove  any  writing  or  marking  in  these  rooms,  or 
elsewhere  which  defaces  the  buildings. 

8.  They  shall  report  to  the  Superintendent  any  violations 
of  the  school  regulations  on  the  part  of  the  pupils  that  come 
to  their  notice. 

9.  They  shall  make  any  slight  repairs  that  may  be  neces¬ 
sary,  and  shall  make  all  reasonable  effort  to  protect  and  care 
for  the  school  property  and  shall  report  to  the  Superintendent 
all  damage  done  to  the  same. 


PRESCOTT  ARIZONA 


67 


10.  Any  janitor  may  qualify  as  a  special  police  officer, 
if  so  required  by  the  Board,  in  order  to  perform  any  service 
which  may  be  necessary  to  preserve  the  property  or  good  order 
of  the  school. 

EXTRACTS  FROM  THE  SCHOOL  LAWS  OF 

ARIZONA 

Section  587.  Any  parent,  guardian,  or  other  person  who 
shall  insult  or  abuse  any  teacher  in  the  presence  of  the  school, 
shall  be  guilty  of  a  misdemeanor,  and  be  liable  to  a  fine  of  not 
less  than  fifty  nor  more  than  one  hundred  dollars,  or  by  im¬ 
prisonment  not  exceeding  three  months. 

Section  588.  Any  person  who  shall  wilfully  disturb  any 
public  school  or  any  public  school  meeting  shall  be  guilty  of  a 
misdemeanor  and  be  liable  to  a  fine  of  not  less  than  fifty  nor 
more  than  one  hundred  dollars,  or  by  imprisonment  not  ex¬ 
ceeding  three  months. 

SECTIONS  28  AND  29  OF  CITY  ORDINANCE 

NO.  ONE 

(Relating  to  contagious  diseases,  etc.) 

Section  28.  That  no  person  shall  visit  or  attend  any  pub¬ 
lic  or  private  school,  or  place  of  public  assemblage  or  appear 
on  the  public  streets,  while  affected  with  any  contagious  dis¬ 
ease,  and  any  adult  person,  parent  or  guardian  of  a  minor, 
convicted  of  having  knowingly  violated  the  provisions  of  this 
ordinance,  shall,  upon  conviction,  forfeit  or  pay  a  fine  of  not 
less  than  five  or  more  than  fifty  dollars  for  each  and  every  such 
offense  and  it  shall  be  the  duty  of  the  physician,  while  in  at¬ 
tendance  upon  cases  of  contagious  diseases,  to  exercise  such 
reasonable  precautions  to  prevent  the  spread  of  such  diseases, 
as  may  be  prescribed  by  the  Health  Officer  of  the  City  of 
Prescott. 

Section  29.  That  no  person  who  has  convalesced  from  any 
contagious  disease,  shall  be  allowed  to  attend  any  public  or 
private  school,  seminary,  or  college,  until  the  attending  physi¬ 
cian  shall  have  furnished  a  certificate  that  said  patient  has 
completely  recovered,  and  that  there  is  no  danger  of  infection 


68 


PUBLIC  SCHOOLS 


to  other  persons.  All  persons  who  shall,  after  convalescing 
from  any  contagious  disease,  visit  schools,  seminaries,  or  col¬ 
leges,  without  providing  themselves  with  such  certificate,  shall 
suffer  the  penalty  provided  for  in  section  one  of  this  ordinance, 
such  penalty  being  a  fine  or  not  less  than  five  or  more  than 
twenty-five  dollars  or  imprisonment  for  a  term  not  exceeding 
six  months. 


